School District of Augusta

Information & Technology Plan 2011-2014

_____________________
William Perry District Superintendent perrybil@augusta.k12.wi.us

Contact Person: Tom Puchalla Technology Coordinator puchatom@augusta.k12.wi.us 715-286-3343 Contact Person: Marty Rugotzke Library Media Specialist rugotmar@augusta.k12.wi.us 715-286-3379

Table of Contents
Executive Summary......................................................3 Introduction..................................................................3
Relevant and Research Based........................................................4 Vision and Mission........................................................................5

Background...................................................................6
Community Resources and Adult Literacy........................................9

Needs Assessment/ Current Status............................10

Analysis of Previous Plan Goals.....................................................10 Analysis of Student Proficiency.....................................................11 Identification of Underserved Populations......................................12 Analysis of Educator Proficiency....................................................13 Analysis of Effective Teaching and Learning Practices......................13 Access to the Information Resources and Learning Tools.................15 Analysis of Systems Support/Leadership........................................16 Resources/Fixed Assets...............................................................17

Goals and Objectives...................................................20 Implementation Action Plan.......................................21 Budget For Plan..........................................................26 Monitoring and Evaluation..........................................27 Resources...................................................................28 Attachments................................................................29
Outgoing - Previous District Policies First Draft of revised District Policies Guidelines Collection Analysis Assessment NGA Wisconsin Assessment
School Technology Needs Assessment

Executive Summary
This plan is the result of the Augusta School District Technology Committee's work over the past year. We began the process in the spring of 2010 and continued it through the spring of 2011. The purpose of the Augusta School District is to provide quality learning experiences that challenge students to be lifelong learners who discover, develop and share their diversity, interests and talents. We are committed to equipping students with the 21st century skills necessary to adapt, thrive, and excel in an ever-changing world. The 2011-2014 Information and Technology Plan provides the skills to compete in today's information rich and technology-driven world. Planning began with a district-wide needs analysis on the current state of instructional technology and information sources and their use in the district. Data was gathered through surveys and inventories, including STNA, NGA and other district created survey tools. We also evaluated the achieved goals and objectives from the previous plan. The team reviewed current research on best practices in using technology in education. Using this information our goals were developed to: provide access to information and technology resources ensure all students will be information and technology literate provide ongoing technology-related professional development for staff provide technology solutions for student with special needs

We believe this three year plan has attainable goals and objectives. There will be challenges to implementing this plan because of the district's budget limitations that are directly affected by the state budget turmoil. However, these goals are achievable through consistent monitoring and implementation if funding is available.

Introduction
The Augusta Area School Districts Technology Plan provides guidelines for systematic acquisitions and effective use of both current and new state-of-the-art technologies and staff development. The plan focuses on the improvement of student achievement to enable Augusta Area School District students to compete in an information-based global society as life-long learners and problem solvers through integration of technology in an effective manner. The plan incorporates components that will enhance the teaching and learning process on an equitable basis for students, staff, and community members within the District. Evaluating the impact of educational technology on student academic achievement has led to the identification of several factors or elements common to successful programs. These elements include:

Relevant Research Base The Power of High Quality School Library Program Diverse research groups have established that well-stocked school libraries and teacherlibrarians contribute to academic achievement. Libraries that are staffed by library media specialists ensure that students learn to read and are effective users of information. Students must learn to be both consumers and producers of information. The teacherlibrarian must guide the students to comprehend various forms or text, both print and electronic. Administrative support must be in place to promote and maintain exemplary school libraries. (Farquharson, 2009). Sustained Systematic Professional Development When teachers are learning to integrate technology into their classrooms, the most important staff-development features include opportunities to try the technology, reflect on their experiences, and collaborate with peers on authentic learning tasks. In essence, principles for creating successful learning environments for students also apply to teachers (Sandholtz, 2001). Effective Teaching Strategies For The Infusion Of Technology In The Curriculum As teachers are the key in determining the impact technology has on student learning, staff adoption of effective technology instructional strategies is essential for technology to have an impact on student achievement. Traditional teaching methods are gradually replaced with engaging, student-oriented activities, moving from competitive to collaborative work patterns. In these environments, technology is a tool to actively engage learners with resources and learning context to construct new knowledge and skills (Marshall, 2002). Improving Technology Literacy This study investigated whether an identifiable link existed between gains in technology literacy and achievement in the areas of reading, mathematics, and language arts. Assessments were calculated for approximately 5,000 students from fourth- to fifth-grade and 5,000 students from seventh- to eighth-grade. Results provided evidence that technology literacy gains lead to heightened subject specific confidence and language arts skills. (Judson, 2009). Authentic Inquiry / Problem-based Learning Units The use of technology has tremendous implications for the degree to which schools can make authentic inquiry available to students. Technology can be used by students to acquire and manipulate data, to produce authentic final products, and to assess their own work and the work of others. There is evidence that when computers are used in tasks related to higher-order thinking, they are associated with significant achievement and learning gains (Kimble, 1999). Staff Adoption and Effective Use of Technology during Teaching Practices SivinKachalas and Bialos (2000) research into the effective use of technology during the learning experience suggests that:

 The teachers role is critical in creating an effective, technology-based environment. Teacher involvement in decisions about how computers are used may be more important that which technology is used. Collaborative learning practices have been found to be more effective, especially for under performing, or female students, than students working individually on computers. Learner as multimedia designer activities have been shown to positively influence student attitudes. Writing activities involving the use of a computer have been shown to more accurately assess a students performance, than assessments relying solely on writing by hand (Sivin-Kachala & Bialo,2000). The Impact of School, Family and Community Connections on Student Achievement "According to this review of recent research published by the Southwest Educational Development Laboratory (2002), students with involved parents, no matter what their income or background, are more likely to: Earn higher grades and test scores, and enroll in higher-level programs Be promoted, pass their classes and earn credits Attend school regularly Have better social skills, show improved behavior and adapt well to school Graduate and go on to post-secondary education

Furthermore, studies show that families of all income and education levels, and from all ethnic and cultural groups, are engaged in supporting their children's learning at home." (Henderson, 2002)

School District of Augusta Vision and Mission Statement Purpose and Vision The purpose of the Augusta School District is to provide quality learning experiences that challenge students to be lifelong learners who discover, develop and share their diversity, interests and talents. The vision of the Augusta School District is to create the best quality students who demonstrate: A substantial knowledge base and the ability to access it A command of thinking and communications processes An awareness of our community, world and our environment A respect for self and others An appreciation of our diversity A desire for lifelong learning

Mission The Augusta Area School Districts mission is to help all students understand their potential and provide all students with the tools necessary to receive training beyond high school.

Information and Technology Mission and Vision Statement To maintain our competitive edge in Wisconsin, in the United States and the world, the Augusta Area School District must continually adapt to a rapidly changing technological environment and provide its future students and community with the tools necessary to learn. The Augusta Area School District will have or expand: 1. Networking capable of supporting dynamic educational activities throughout the District. 2. A telecommunications system that includes Internet and Distance Learning. This will allow all students and the community to use a large variety of external resources as part of their life-long learning. 3. Access to, and comfort with, a new generation of educational technologies. 4. Technology and its implementation as a major focus of administrative leadership. As the goals and objectives of the Technology Plan are met, the Augusta Area School District will establish a community of life-long learners. Through technology, students will be motivated learners with high self-esteem, gaining the skills and confidence required for success in the workplace. They will be more active and independent learners and be responsible for their own learning. With greater technological resources, teachers will become facilitators of learning and not the single source of knowledge. Distance learning courses will increase the scope and depth of various curricular offerings. Actual samples of student work can be readily shared from teacher to teacher, grade to grade, school to home, and school to future employers via electronic portfolios. The School Districts Board of Education, staff, and administration will be able to effectively model appropriate uses of technology when performing their tasks. Improved communications will reduce the isolation of teachers, students, community members, and administration. It will establish a higher degree of sharing and understanding. Telecommunications services will continue to greatly enhance school, teacher, parent and community communications for school news and specific students issues and concerns. The School District will be able to establish an efficient student management and security system for information, transportation, facilities maintenance, and utility consumption.

Background Information
The Augusta Area School District, located in Eau Claire County in the central part of the state, is a PreK-12 public school system whose purpose is to provide its students with the knowledge, skills, and attitudes which will help them become successful in an ever-changing society. As rural today as when it was consolidated in 1960, the district encompasses 250 square miles. Three buildings house a student body of 670 students in grades PreK-12. The current district buildings were built in the 60's & 70's. The elementary and middle school additions, and pool in the high school were added in the late 1990s. The Augusta School District has a large Amish and Mennonite population, each with their own school

structure. After a period of decline the district is currently experiencing an increase in enrollment in the lower elementary grades because of open-enrollment. The Augusta School District contains three buildings: one elementary (Preschool Grade 5) with 330 students, one combined middle school (Grades 6 8) and high school (Grades 9 12) building with 315 students, and one alternative/Wildlands Charter School which enrolls 42 students. We have one elementary principal, one middle/high school principal, and one district administrator. The District is in a low socioeconomic area. Of the elementary students enrolled, 59% are on free or reduced lunch. At grades 6-12, 50% receive free or reduced lunch. The School District of Augusta includes the city of Augusta and portions of the townships of Fairchild, Otter Creek, Bridge Creek, Ludington, Lincoln, and Wilson. It is a rural area with with some family farms and a large Amish community. Major industry located in Augusta are: Bush Bros., Nortech, Walter Buildings, MRS, and Propoly. Many residents commute the 18 miles to Eau Claire for employment. Increasing operational costs, special education programs and state imposed revenue caps have challenged the district to find creative ways to maintain high educational standards. One of the districts major accomplishments is being a Wisconsin School of Recognition. Our graduation rate is generally 100 percent and approximately 80% of our students go on for training beyond high school. In the past years each of the schools have been recognized as a Wisconsin School of Promise award winner. Telecommunications technology has been used in the District to expand the curriculum for our students and community. Augusta Schools belong to the Cluster A consortium, comprised of seven area schools with a focus on shared Vocational and Special Education programs and opportunities for virtual schooling. Distance Learning experiences and Youth Options are coordinated through CESA 10 and made available to students, staff and community members in our distance learning room and on our Polycom. There are two library media centers in the district. One is in the elementary building and the other is a combined middle/high school library in the Augusta High School building. There is one full-time librarian with time divided between the two libraries. There are one and a half aides who also have non-library related duties. Both libraries are open from 7:45 a.m. to 3:45 p.m. on regular school days. Each library contains collections of print books, periodicals, audiobooks, and electronic media for checkout to students and teachers. The elementary library serves grades preK-5 and the high school library serves grades 6-12. Grades preK-2 visit the library once a week for 15-30 minutes for story time and book checkout. Grades 3-5 visit the library once a week for 30-40 minutes for a library and technology skills lesson and material checkout. Grades 6-12 visit their library on an asneeded basis and also with classes. Library and technology skills lessons are scheduled for those classes on an as-needed basis. Students from study halls may check out to the library throughout the school day. Each LMC contains collections of print and multimedia available for check out to students and teachers. The library collection size for the elementary schools is 13,428 and 13,153 for the middle/high school. In August 2010 the Augusta Elementary School was awarded the US Department of Education Improving Literacy through School Libraries grant. This Project WORD grant is shared with other low socioeconomic school districts in CESA10. Funds from the grant are

being used to up-grade the book collection with emphasis on leveled readers and enhancing the collection with high interest books for recreational reading. A SmartBoard, SmartTable and a 30-netbook portable lab were also purchased to produce interactive and engaging lessons that support the curriculum. This grant has also provided professional development opportunities in for the library media specialist and PreK-3 teachers. Sessions attended with elementary colleagues were: balanced literacy (Daily 5 and CAF) on October 18th and early literacy instruction, featuring Lori Jamison, on November 9. On November 30th a distance learning session for parents, early childhood care providers, and public librarians was offered. This presentation focused on the guiding principles of early literacy, components of early literacy, and creating an action plan for home, school, learning center or library. To encourage family involvement, a reading night was held on December 6th. District reading specialists and the librarian modeled read aloud strategies for families and demonstrated electronic Grant purchased Tag readers, backpack kits, and leveled readers were made available for check out from the library. On April 5th another early literacy workshop was held for parents, early childhood educators, childcare providers and public librarians. Participants had an opportunity to explore stations and resource tables of tools that promote early literacy. Reading activities were demonstrated using the SmartBoard and SmartTable. Participants were shown how to access BookFlix, Tumblebooks and other online reading sources through the district library catalog. District Information and Technology Team Marty Rugotzke Library Media Specialist Tom Puchalla Information Technology Director Chuck Catt Business Education Teacher Jodi Kardin 4th Grade Teacher Jane Kangas Elementary Principal Alexis Bergman Elementary Special Education Teacher Steve Petznick Kindergarten Teacher Paul Henrichs - Middle School Teacher Karen Clark - MS/HS Teacher Brent Gilles - HS Teacher Judy Dekan Middle/High School Principal Kris Crowe Community Member Byron King Board Member Planning Committee Tom Puchalla Information Technology Director Marty Rugotzke Library Media Specialist Chuck Catt Business Education Teacher Jodi Kardin 4th Grade Teacher Judy Dekan Middle/High School Principal Overview/Description of Planning Process The Technology Committee exists to develop, implement, and continually evaluate a longrange plan to meet the districts technology needs. The technology committee members represent a broad range of perspectives.

The planning technology committee began meeting in August, 2010 at the CRAY Summer Academy. They attended the Information and Technology Planning session, conducted by Stuart Ciske, to address information and technology issues and provide leadership for the district. The technology committee annually reviews and updates the district Information & Technology Plan. We monitor, evaluate, and adjust the plan as necessary to fit our everchanging needs. Quarterly meetings of the planning committee were held during the Augusta School Districts early-release inservice sessions to discuss and incorporate elements of this plan. Community Resources and Adult Literacy Providers The Augusta ESEA Committee is comprised of administrators, staff, support professionals, as well as parents. This group reviews, determines and updates goals for the district each year. As a goal of increasing parent involvement under Title I, programs, activities, and resources are made available to parents. The Title I School-wide plan addresses the need to strengthen family and parenting skills. This is achieved by sponsoring parent education and family learning workshops, newsletter tips, and family resource materials. Another focus is communication. All teachers are provided phone access and parent phone numbers and email addresses for immediate feedback as well as access to Skyward. The district parent coordinator organizes opportunities, volunteering and sharing sessions with parents and community members. Parents on the Parent Advisory Council are solicited for ideas in areas they feel need to be addressed. This School Wide Committee works to establish partnerships with individuals and organizations in the community. Many of these are accomplished through the 21st Century Grant. The Augusta Area School District recognizes the valuable resources in our community and surrounding areas. We are in communication with the Augusta Public Library, participate in interlibrary loans, and shared programming for students. We also utilize the nearby Chippewa Valley Historical Museum. Students visit the museum each year and teachers utilize historical kits on various units of study. We are fortunate to be close enough to UWEau Claire that we receive clinical and student teachers. The Augusta Area School District recognizes the valuable connections that exist between school, home, and community. The school is the most valuable resource for this small rural community. By continually updating our website and increasing our technology, we could have an even higher impact on these stakeholders and their abilities to gather information, research ideas, and continue to be life-long learners. We have offered extended hours and provided community members with the opportunity to utilize our technology resources. Other technology literacy opportunities include education (written and verbal) on accessing Skyward and navigating the District Web Page. As part of our 21st Century Grant we also offer periodic adult education classes on various technology skills. Other literacy activities that include parents and the community are our RIF program, book fairs, the guided reading program, Read Across America, and family nights. The Lions Club, Friends of the Public Library, and the Augusta Schools Booster Club provide funding and volunteers for our RIF program

Needs Assessment/Current Status

Analysis and assessment of progress toward previous plans goals Goal 1 All teachers will be knowledgeable about research-based best practices for the inclusion of technology into their curriculum. This goal has been addressed and we are continually working to provide teachers with a greater understanding of technology and their role in preparing students for future incorporations of technology. Professional development opportunities were provided during early-release inservice allow time to better implement technology into all curricular areas. A majority of our professional staff have been trained in the use of Moodle and Google Apps for Education tools for classroom application. The addition of interactive whiteboards to several classroom has enabled teachers to enhance lesson engagement. Analysis shows areas of need that will be addressed. (See Technology Competency Survey)

Goal 2 All students will demonstrate the use of technology to access, process, organize, communicate and evaluate information in order to answer questions and solve problems. Evidence of proficiency is provided through the use of portfolios, surveys and rubrics Increased exposure to technology at earlier grade levels has enhanced student performance as demonstrated through teacher observation. The 1 on 1 netbook initiative for 3rd and 4th grade has been demonstrated to the school board and public through family learning nights, media coverage and publications.

Goal 3 Meet technology standards ensuring every student is technology literate by the end of 8th grade. Sixth grade students have successfully completed a keyboarding class which also includes formatting skills that carry over into other classes. Students in 7th and 8th grade build on previously learned library media and technology skills. Content area scope and sequences are continually being updated to align with technology standards. Data from the 8th grade technology initiative has shown areas that need to be addressed within our curriculum. (See NGA survey)

Goal 4 Meet changing technology needs according to industry, national, and state Information and Technology Literacy standards. This goal is continually addressed and met as needs arise and technology changes. Teachers amend curriculum databases as technology-infused lessons are added. Staff was encouraged to incorporate Web 2.0 tools into their lessons which allows students to access units of study from remote locations. Students and staff have access to electronic databases for research and reading development.

Goal 5 All students will continue to be educated in learning environments that are safe, drug free, and conducive to learning. This goal has been met and is an ongoing process. Educators are trained/retrained regularly to keep abreast of current practices. Communications etiquette and internet and social networking safety issues are addressed at appropriate grade levels. The district subscribes to the current i-Safe ERate subscription package. The library media specialist, business education teacher, and a 4th grade teacher have completed the iSafe certification training and use the curriculum packages from third grade though high school levels. We will train more staff to be certified so that this information can be disseminated at all grade levels. Cyberbullying is addressed Through iSafe and other online resources.

Analysis of student proficiency

The Augusta staff is in the process of realligning curriculum to match the common core state standards. Current curriculum is completed on Curriculum4Schools. As we work on aligning curriculum, technology standards are being included for all content areas. District and state testing information has been entered at the elementary and middle school level and is utilized for needs assessment data and support. Curriculum4 Schools is a valuable tool for sorting out areas of strength and weakness as indicated on assessment data. Staff has been inserviced on CCSS and is in the process of developing our plan for our Response to Intervenion. The district continues to provide staff with this online tool for curriculum development and monitoring student progress. The implementation of the intermediate level keyboarding and computer skills in third, fourth and fifth grade has resulted in an improvement in speed and accuracy in sixth grade as observed and recorded by the middle school keyboarding teacher. Staff as a whole has also observed increased technological proficiencies with the increased utilization of various software and hardware. Evidence of proficiency is provided through the use of portfolios, surveys and rubrics. According to the results of the STNA (School Technology Needs Assessment), the majority of Augusta School District teachers acknowledge that technology increases student engagement and academic success. According to the NGA Wisconsin Student Assessment survey in the fall of 2010 93% of our 8th grade students had computer access at home, of those 83% had Internet access. 97% feel they are able to access computers at school when they need and 100% realize they have Internet service available to them when ever they need. 93% of the students feel they know how to use most of the school software and that most teachers use some sort of technology to present information to the class. Middle and high school students are exposed to different levels of technology through the use of computers in all course work. Some specific classes such as information processing, computer statistics, and digital video production are rich in computer applications. Students leave Augusta schools with fundamental knowledge in word processing, spreadsheets, electronic communications, and graphic design. According to the WKCE data found on the WINSS site our district has scored above or very near state averages in each curricular area. Math and reading were previously areas of concern with scores significantly below state averages. This improvement has come with an increase of technology within the curriculum. As we continue to train teachers and enrich

our curriculum we expect to maintain or increase our current level of achievement. Students have educational opportunities to use media and technology to improve learning through classroom activities. All students are provided opportunities on an equal basis for district technology access. Not all students have access at home, but with additional library and computer lab accessibility available on a regular weekly basis before and after school; students are able to compensate for the void. Every student at the Wildlands Charter School is provided with a laptop computer to assist with the research-based learning. Previously preK-3 students were not as exposed to technology experiences as our plan dictates. Professional development opportunities for primary staff were created to train teachers on various programs and applications for their grade level. Professional development and implementation within the primary grades, 3rd and 4th grade are piloting 1-to-1 computing, with plans to expand in future years. Identification of Underserved Populations The Augusta School District has a significant number of students with special needs. The elementary school includes 21% underserved students and the middle/high school, 15%. This population includes speech/language, at-risk students in math, reading, and language arts, students with emotional needs, among other groups served. We are able to offer these students many technology-based adaptations. It is well documented that children's language, speech, and academic achievement depend on the ability to hear. Every classroom in the elementary school building is equipped with a speaker system to enhance the auditory intake of each student within the classroom. Personal FM systems are also used with select students in the district who require more advanced and individualized auditory assistance. Students utilize Tumblebooks, BookFlix and PebbleGo web sites to enhance reading with technology. Studies have shown that e-textbooks are widely accepted by participantsand those using e-books achieve significantly higher test results. (Maynard, Cheyne, 2005) Ebooks allow the user to change the size or the font or the orientation of the page, change the color of the font or background, search the book by keyword, have access to a full electronic dictionary, insert electronic bookmarks and even create sticky notes within the text of the e-book. (Schrock, 2006) FastForward is a CD-ROM and Internet-based training program used to help select at-risk students rapidly build oral language comprehension and other critical skills necessary for learning to read. Scientists conducted studies to measure the effectiveness of this technology which demonstrated rapidly improved language skills, including auditory processing speed, speech discrimination, phonemic and phonological awareness, grammatical and syntactic comprehension, overall language comprehension, and other receptive and expressive language skills. (Scientific Learning) All students in the intermediate grades are assessed using SRI (Scholastic Reading Inventory) and SMI (Scholastic Math Inventory). The technology behind this form of computerized assessment allows the degree of difficulty to alter based on the performance of the student. Grading is also immediate and the program provides a list of reading materials at the students individual reading level based on their performance. Scoring capabilities also make this program appropriate for assessment of students at all grade levels. The program is also capable of various, useful diagnostic processes and is available for educator use.

A variety of calming devices and anxiety reducers are used, such as noise reducing headphones, music, light covers, and colored overlays. Touch screens, Go Talk, switch systems, and dynavox are among the technologies used for our language impaired students. Home bound students also have access to our technologies through laptops (which may be checked out), access via the internet, and phone contact. Course information is available remotely through Skyward, Moodle, and iGoogle. Students also have access to virtual courses. Students with temporary disabilities have access to various technologies to compensate. Analysis of educator proficiency We reviewed staff competency with the technology competency survey. Analysis shows areas of need that will be addressed. (See STNA Survey) All staff has been trained in the use of e-mail, internet and appropriate etiquette and professional use of this mode of communication. Teachers and staff are reminded to discuss legal and ethical issues with students as it relates to plagiarism, copyright and cheating. All teachers in grades pre K-12 use Skyward to record grades, which is available online for off campus use. Our fall 2010 STNA results indicate that 100% of staff agrees that technology is used in the district to communicate and collaborate with families about school programs and student learning. Over 84% of staff K-12 feels the media center can be flexibly scheduled to provide equitable access to resources and instruction. 96% of 6-12 staff feels that computer labs are flexibly scheduled for equitable access to resources and instruction. At the elementary level 73% of staff agrees with that statement. 100% of 6-12 staff and 81% of elementary staff states that electronic systems for communicating within the school are adequate, e.g., e-mail among teachers and staff, network drives to upload lesson plans and grades to the main office. This is slightly lower when it comes to communicating with families and the community. 88% of MS/HS agree that we do where as at the elementary, 77% agree. Based on the STNA results, only 56% of MS/HS and 46% of elementary faculty feel they have ready access to technical support for troubleshooting problems and system maintenance. This might be explained by the fact that 24% of staff in each building feels that the technology position is not adequately staffed. This has been addressed with the addition of staff. However, based on staff response, 62% of elementary and 40 % of 6-12 staff need to be made aware of the technology plan updates. 84% of Middle School/High School staff feel that we have an effective long-range school technology plan in place, where only 66% of the elementary felt that way. At the MS/HS 60 % feel a need for the technology vision to be developed through an effective collaboration among stakeholders and 46% of elementary see that to be true. This might explain the elementary staff feeling about not being aware of how much money is budgeted for technology resources and replacing systems. Analysis of effective teaching and learning practices All staff have received copies of the Wisconsin Information & Technology and ISTE Standards and continues to be in-serviced on integrating technology with solid teaching practice with their curriculum. Evidence will continue to be gathered through WKCE data and local surveys. Professional teaching staff is encouraged to participate in courses and

workshops that promote professional development. Short technology workshops are often offered during in-service days throughout the school year. Whenever possible outside experts are brought in to discuss teaching techniques that integrate technology. Trainers may be from the local university, other districts or from CESA#10. The professional collection of both libraries contains materials that help staff to integrate technology. At this time all teachers have access to Skyward for communicating assignment, calendar and curriculum material, as well as access to Moodle, Curriculum4learning and Web 2.0. Beginning with the 2010-11 school year, teachers have developed lesson plans which incorporate the use of 21st Century Skills that allow students to produce products that incorporate higher order thinking skills and address meaningful issues that extend to realworld practices. The district provides students with technology specific curriculum. Staff development and curriculum committees continue to work towards the integration of technology in all curricular areas. Teachers currently utilize overhead projectors, video and audio cassette/CD players, cable educational and internet streamed video programming, interactive white boards, LCD projectors, DVD players, digital still and video cameras, video editing, internet, media information databases, and computer software applications as part of their instructional methods. The district continues to work in accordance with the Americans with Disabilities Act of 1990, which ensures that assistive technology be provided as indicated in the students Individual Education Plan. The district contracts an Assistive Technology Specialist through CESA #10 and our Cluster A Consortium as needed, to provide support and resources in the area of assistive technology. Evidence of effective teaching and learning can be obtained through analysis of WKCE exam results. District staff uses test score data to understand what concepts are being best integrated into instruction and what content area lessons might be revised with technology enhancements to ensure greater student understanding and comprehension. STNA survey results regarding the benefit of professional development revealed that staff want coninuing information about research-based practices they can use in their teaching. Over 80% of elementary staff would like to address identification, location, and evaluation of technology resources such as websites that they can use with students, as well as professional development of performance-based student assessment. Over 70% would like to see the use of technology for differentiating instruction for students with special learning needs. Staff strive to use technology as a tool to increase professional productivity. At the high school, staff sees it as means for learner-centered strategies that are project-based or make use of cooperative learning within their classrooms. For the most part, staff feels that professional development opportunities have been relevant. However 35% of the elementary expressed the need to have a chance to evaluate the activities they participate in. The survey also indicates a greater need to be able to use data to evaluate the impact on student learning and classroom practices based on professional development in which staff have participated. Regarding teaching and learning, MS/HS staff often consult and use online resources. Most use it daily to support and increase their professional productivity and for daily communication with other educators. At the elementary 31% stated that they never use online resources to assist them with teaching with technology. 50% of elementary staff

indicated that their lesson plans never refer to both content standards and student technology standards, where as only 8% or two high school staff never refer to those standards. Also a greater use of action research is seen at the middle/high school than at the elementary level. A greater number of students in gr. 6-12 also use technology daily during the school day to communicate and collaborate with others, beyond the classroom than in the elementary where 65% stated they never use technology for that purpose. A high percentage of grade 6-12 staff use teaching practices that integrate technology and feel that it supports instruction, allowing for independent learning. At the elementary, 2030% feel that technology does not have as great of impact on their teaching or student productivity. They do feel that it has increased students engagement in learning and helped them to achieve greater academic success. Recent STNA data shows that our teachers recognize the benefit of staying abreast with the changes in technology to enhance teaching strategies and assess student achievement. The survey also showed the need for continued professional development sessions and more incentives for lead teachers to obtain in-depth training via CESA, Cray Academy, and/or for university credit. Analysis of access to information resources and learning tools Each LMC contains collections of print, multimedia, videos, periodicals, DVDs, CD-ROMs, and audio books for checkout to students and teachers. The library collection size for the elementary schools is 14,805 and 14,206 for the middle/high school. As items are weeded from the collection, new acquisitions are chosen to match curricular needs. The Library Media Specialist actively seeks ongoing dialogue with staff and students as input for future purchases. Positive reviews from professional selection guides such as School Library Journal and CCBC Choices are also used when considering new material. Materials are available to parents, students, and community members before, during and after school and occasionally during special family evening events. Hours of operation are 7:45 a.m. to 3:45 p.m. on regular school days. Libraries are available for after school use. The LMCs currently use the online catalog, Destiny, which was acquired from Follett during the summer of 2008. Our Destiny package includes Title Peak, Destiny Quest, and WebPath Express. Circulation has increased considerably with the acquisition of these enhancements. Collection mapping to check the depth and breadth of collection needs in relation to curriculum needs and reading interests is done regularly via Folletts TitleWise program. Online databases such as Badgerlink, SIRS Researcher and World Book Online can be accessed from workstations in all school buildings or at home. The basics of using these resources is introduced in grades 3-5 and then revisited with the library media specialist and classroom teachers in grades 6-12 as needed for various research projects. Electronic reading sources, such as BookFlix, Tumblebooks and PebbleGo can be accessed at school or at home. Students and teachers are taught to use the lexile selection features in these databases to individualize or differentiate instruction. Common School Funds are used to renew subscriptions to our online catalog, research databases and electronic reading sources, with the remaining monies used for books and audiovisual materials. Common School Funds were also used to purchase twenty-four eReaders. Interlibrary loan services are provided though the CESA#10 IMC and MORE online catalog,

which is a service of the Indianhead Library System. Students and teachers receive training on the use of these resources.

The elementary school has one computer lab and one wireless lab. The middle/high school has two computer labs and one wireless lab that can be scheduled for classroom projects. Students can participate in video distance learning or CADENC courses including College Writing, Introduction to Sociology, Introduction to Psychology, Medical Terminology and various foreign languages, as needed. Throughout the year, enrichment programming for elementary and middle school classes is available through the distance learning network. Students also enrich their learning through the use of online simulations and connection to professionals via professional organization websites. The district subscribes to WISCareers, which is used across the high school staff to evaluate student interests and promote career exploration. The incorporation of online learning management software, such as MOODLE, enhances student engagement and allows students and parents to access Moodle from home. Resources can be made available to students at all times. Teachers can develop quizzes and tests that are scored immediately and provide prompt feedback to the student. Online management software allows for quick feedback from students and teachers and can incorporates Web 2.0 activities. Integration of online learning software will help to train students for the 21st century learning and workplace environments. A majority or our MS/HS staff have attended Moodle workshops and are incorporating components within their classroom. Staff participants in district book studies have used Moodle as a means of reflecting and sharing with colleagues in the class. Administration has been dialoguing with staff about offering an online class using Moodle. One facet of that discussion is should we have each student take a half credit course online as a graduation requirement? According to the STNA survey 96% of MS/HS and 88% of ES staff feels that students and teachers have ready access to a good collection of print, multimedia, and electronic resources. Analysis of support systems and leadership As a means of supporting the Library Media and Information Technology requirements, the District employs: one full time certified Library Media Specialist, one and a half Library Aides and one full time Information Technology Director/System Administrator/Tech Support person who acts under the direction of the Technology Committee and ultimately the Board of Education. The school board meets as a committee monthly. At that time the administration team, led by the superintendent, brings all new ideas and business forward. Staff and community also have the opportunity to bring information to the board of education, and are encouraged to keep lines of communication open. Policies and procedures are updated periodically by the board of education. The library media specialist works with the technology committee members to periodically write, review and update policies (such as copyright, materials selection and reconsideration, inter library loan policies) related to information technology programs. Lending, weeding and other library/media related policies

are included in the Library/Media Handbook, Web Page Publishing and Internet Acceptable Use policies are on file. Policies are included in the attached appendix. Evidence of alignment between the Wisconsin Information Technology Literacy Standards with local curricula and course content standards: This district continually updates and aligns curriculum to the technology standards using mapping and Curriculum4Schools. Evidence of proficiency is provided in student portfolios, surveys, and rubrics. Teachers are currently collaborating with the library media specialist and attending staff development opportunities to learn how to integrate ITLS into all curricular areas. Administrators are prepared to use technology effectively to guide the use for teaching, learning, and student management: Administrators use technology to communicate with stakeholders, manage data, and model effective instructional practices. High school administration has participated in an online class that was part of the 8th grade technology initiative. Sustained systemic professional development opportunities provided: The Augusta District provides many avenues for professional development for all staff. Staff members are encouraged to participate in district provided workshops, as well as opportunities offered from Cray Academy, Cluster A, CESA 10, and professional conferences. Moodle, SmartBoard, Podcasting, Mimio, and Web 2.0 are a few of the training opportunities that are provided to all staff. The technology support coordinator and media specialist work with teachers to provide training on new technologies as needed. Qualified professional, clerical, technical staffing to meet current or planned services: All instructional aides have successfully completed a Para Educator Learning Network exam. The full time library media professional and the support staff assist the technology coordinator with clerical and technical support. Currently one full time technology support coordinator provides support for all District computer networks, hardware and software. In May of 2011 an additional staff member was hired to assist the technology coordinator. Structure and support of district-level and school-level leadership teams that include representatives from teachers, library media, and technology professionals: The library media specialists and technology coordinator meet regularly to address information technology issues and share research. They also meet as needed with teaching staff and administrators to share information and discuss issues. The Technology Committee meets as needed to provide input and direction. Resources/Fixed Assets Alignment of ITLS to the local Curriculum The school district utilizes Curriculum4Schools for curriculum development. This curriculum database provides the district with a management system to upload benchmarks and standards, students, classes and test data. With the philosophy that standards and local benchmarks are the foundation of curriculum maps, unit plans, grade books, and other curriculum components Curriculum4Schools and Edline provide the database to build, maintain and continually analyze the district curriculum. Staff have been provided with professional development and provided work time to implement these tools. CESA#10 continues to provide assistance as we work to fully implement these resources.

Learning Tools & Telecommunications and technology infrastructure The Augusta School District consists of two buildings onsite, and one offsite building at Beaver Creek Reserve, which is the home to the Wildlands Research Charter School. The onsite Internet and Telecommunications point of presence is in the Elementary School building which is connected to the Middle/High School building via fiber backbone. The charter school has DSL access to the Internet and to the District Intranet. The overall network is predominantly Windows-based and consists of five servers, about 650 PCs, Macs, notebooks and handhelds with 65 peripherals. All of the classrooms and offices have telephones and all administrators and custodial staff have cellular phones. Each bus is equipped with radios for needed contact with the school buildings. All of the certified and support staff have a PC with internet access on their desk with the ability to access the district student management system, electronic grading program, the automated library system, and the internet. The District has one Library Media Specialist and one full-time System Administrator/Network Technician. The Elementary School is 80% wireless accessible and currently has two wireless labs, one with 30 netbooks and one with 18 netbooks, a lab with 28 PCs that adjoins the PreK-5 Library Media Center, and 13 classrooms with at least three student workstations. Three third grade classrooms and two fourth grade classrooms have a netbook per student, totaling 85 netbooks. The Middle/High School is 95% wireless accessible and currently has one wireless lab with 12 notebooks, two labs with 25 PCs each, one lab with 20 PCs, three classrooms with nine PCs each and eight rooms with at least four PCs for student access. The Library Media Center has thirteen networked computers which provide access to the Internet and the webbased patrons catalog. In addition, all patrons have access to materials provided by other libraries through interlibrary loan. Connected to this media center is the Distance Learning Lab which has a DS3 connection through the WINNs network. The Wildlands Charter School is 100% wireless accessible, with two servers, 10 PCs, 45 notebooks, and 20 handhelds with GPS units. The charter school building has telephones in the offices and all certified staff have cellular phones. Instructional Resources We are currently using the online catalog, Destiny, which was acquired from Follett during the summer of 2008. Our Destiny package includes Title Peak, Destiny Quest, WebPath Express and Lexile. Each LMC contains collections of print, multimedia, video, computer software, DVDs, CD-ROMs, and audio books for checkout to students and teachers. The library collection size for the elementary schools is 13,000 and 13,900 for the middle/high school. The elementary library receives twenty-one magazine subscriptions and the middle/high school library receives twenty-nine. Our online databases include Badgerlink, SIRS Researcher, World Book Online, Grolier Lands and People, Pop Culture Universe, AtomicLearning, Chronicle Guidance, PebbleGo, Discovery Education Streaming, BookFlix and Tumblebooks.

Item Server PC Notebook Wireless Cart Mac MacBook Handheld GPS Scanner Document Camera Digital Camera Digital Video Camera Projector Copier B/W Printer Color Printer Polycom Mimio SmartBoard SmartTable Cassette Player OH Projector DVD Player DVD/VCR Player/Recorder VHS Player/Recorder Boom Box TV CD Player

ES 99 50 2

MS/HS 3 209 63 2 2

Wildlands 1 8 47 4 6 9 45 1 1 25 6 3 1 0 1 1 0 1

20

Total 4 316 160 4 6 6 29 45 15 5 38 20 15 7 16 14 2 11 2 1 59 42 11 7 20 3 42 16

2 3 5 6 4 2 5 5

12 1 8 8 8 4 10 7 1 5

6 1 1 40 20 6 4 7 1 21 14

19 22 4 2 13 2 20 2

1 1

Plan Goals and Objectives National instructional technology educational leadership organizations have provided frameworks for the district to use in setting goals and objectives to support instructional and information technologies in schools. The International Society for Technology in Education notes essential conditions for successful systematic change in schools. These essential conditions include the following: Shared Vision (proactive leadership) Empowered Leaders (impacting change) Implementation Planning (aligned with district vision for school effectiveness and student achievement) Consistent and Adequate Funding (ongoing for infrastructure, personnel, digital resources, staff development) Equitable Access (robust, reliable access for all students, teachers, staff, leadership) Skilled Personnel (educators, support staff, leadership skills in appropriate information communication technology resources-ICT) Ongoing Professional Learning (learning plans and opportunities to design and share ideas for change) Technical Support (consistent and reliable) Curriculum Framework (aligned content standards and digital curriculum resources) Student-Centered Learning (planning, teaching, assessment center around student needs/abilities) Assessment and Evaluation (continuous assessment of and for learning and use of ICT/digital resources) Engaged Communities (partnerships, collaboration to support and fund ICT/digital resources) Support Policies (policies, plans, accountability, incentive structures) Supportive External Context (policies/initiatives at national, regional, state, local levels to support schools and teacher prep programs)

Given this strong direction, the district has developed goals that incorporate the essential conditions. This provides the district with points of reference to help focus and direct all resources in efficient and effective ways. Goal 1: Student Impact/Achievement Students will have equitable and reasonable opportunities to access and use information and technology resources to support their academic achievement. Goal 2: Staff Effectiveness

Staff will be knowledgeable and effective in using technology and resources for their productivity and instructional delivery. Staff will integrate information literacy and technology resources into the curriculum for student use supporting 21st Century Digital Literacy Standards and Practices. Goal 3: Information Resources and Learning Tools Students, staff, and parents/community members will have equitable and reasonable opportunities to access information resources and 21st Century Technologies to support their learning. Goal 4: Support Systems and Leadership Leadership will support the shared vision and mission of instructional and administrative technologies (including staffing, policies, procedures, communication systems, infrastructure, and equipment) enhancing the teaching, learning, and support functions of the district. Implementation/Action Plan Goal 1: Student Achievement Students will have equal opportunities to access information and technology resources and use these resources to support their academic achievement efforts. Acquisition Of Essential Knowledge and Skills (including 21st Century Digital Skills, AALA Information Literacy Skills) Timeline: Ongoing 2011-2014 Activities/Resources 1. Utilize a standardized set of expectations for information and technology literacy for all students that support rigor, relevance and relationships in their learning activities. a) Continue ongoing review of 21st Century information technology standards integrated into content areas b) Communicate the information and technology literacy expectations to students; provide students opportunities to demonstrate these competencies through inclass and co-curricular activities c) Continue implementation & access to Web 2.0 technologies for students & staff. d) Review and revise the K-12 keyboarding curriculum to determine effectiveness. e) Continue support of web-based content management system and web presence tools to support blended and full online courses for students in and out of the school system f) Provide professional development for teacher proficiency in integrating technology into course or content areas. 2. Utilize technology to maximize student achievement of district learner outcomes and state standards. a) Continue with the district initiatives to allow students to have access to technological learning tools as indicated in grade level and content area benchmarks. b) Continue with the development of Moodle or web-based course management for all classes to allow students access to course materials in and out of school. Assessing Student Achievement 3. Use district Curriculum/Assessment programs and Skyward data warehousing and mining tools to facilitate the assessment of student achievement.

a) Complete the transition and edits needed to convert from the district access database to Curriculum4Schools. b) Use data from the online grade book, district common assessments, and state assessments to provide feedback to faculty, buildings, departments, grade levels, and classrooms on students progress towards achieving learner outcomes. c) Utilize district database system to analyze student growth d) Develop a district information research process (e.g. Big Six Information Problem Solving) that can be utilized by all content area teachers to support 21st Century Digital Skills development e) Continue the use of data analysis using common assessment tools during professional learning community collaboration teams Success Indicators Annual Reviews Survey Tools, Rubrics, Competency Checklists & Record of Participants Curriculum Scope & Sequence completion Acquisition Responsible Technology team, classroom teachers & library media specialist Goal 2: Staff Effectiveness Staff will be knowledgeable and effective in using technology and resources for their productivity and instructional delivery. Staff will integrate information literacy and technology resources into the curriculum for student use supporting 21st Century Digital Literacy Standards and Practices. Timeline: Ongoing 2011-2014 Activities/Resources: Professional Development 1. All staff will be information and technology literate and have digital resources to do their jobs. a) Staff (teaching and classroom support) will continue to obtain the professional development necessary to effectively use and implement district technology tools for 21st century skills. b) District support staff (technology services, library media aides) will continue to obtain the professional development necessary to lead and support the use of technologies and information in the classroom. 2. All staff will be effective in utilizing and evaluating technology where appropriate to enhance or impact student learning to meet the district mission and curricular goals. a) Design, evaluate, and implement technology enhanced lessons in courses and grade levels as defined by learner outcomes and curriculum. b) Professional development will be provided for staff to understand, value and use the information/technology literacy standards outlined in the K-12 Library Media Curriculum and 21st Century Skills Framework 3. All staff will effectively communicate using appropriate resources in support of a safe and respectful learning environment. a) Electronic communication/collaboration tools and grading/assessment data tools will be provided and used by 100% of the staff in their productivity and professional activities for the district. b) District staff shall use the technological tools made available to secure the buildings and provide security coverage through video and other means.

Success Indicators Annual Reviews Survey Tools Curriculum Scope & Sequence completion Opportunity for technology courses will increase 100% of staff utilizing Family Access Program/Skyward Responsible Technology team, classroom teachers & library media specialist Goal 3: Information Resources and Learning Tools Students, staff, and parents/community members will have equitable and reasonable opportunities to access information resources and 21st Century Technologies to support their learning. Timeline: Ongoing 2011-2014 Activities/Resources: Ubiquitous Access 1. Ensure that staff and students have information and technology tools that support learning and working with adequate ratios and data speeds for collaborative work. a) Curriculum documents and technology/information learning outcomes will act as a guide to selection of instructional and information technology resources and tools. b) All staff will use information and technology resources to support productivity; teachers will use those resources in their instruction/teaching and in student learning activities; administration will use those resources to support their leadership activities. c) Policies regarding tools to achieve the 21st Century Skills (social networking services, blogs, wikis, video conferencing, etc.) have gone through an extensive rewriting and are in the final stages of being adopted by the board. 2. Ensure that resources for instructional and operational needs are made available and accessible from any site at any time. a) Continual review of the curricular resources that are used for all students. b) Continue review of Web 2.0 and/or 3.0 developments to meet the changing needs of learners and the ability of the school district to provide appropriate, equalizing resources c) Library media collections will be reviewed and weeded. d) Assistive technologies for special education students as defined in their IEPs will continue to be made available. e) Homebound, home schooled, and alternative students will be provided online learning options. f) Provide ongoing community enrichment opportunities on accessing information resources provided by the district. (e.g. online databases, Family Access, technology training/learning tools, etc.) g) Continual updating desktop/laptop hardware and peripherals to support the instructional benchmarks and provide for efficiency of available resources/dollars h) Continual updating desktop/laptop hardware and peripherals that support the district administrative software package. i) Update necessary servers, backup systems for safe and efficient management. j) Review every 5 years, copier/duplication and facsimile acquisition and placement in relationship to the purchase of computer printing to provide cost saving measures.

k) Update necessary supplies to support electronic equipment, peripherals (printers, cameras, scanners, projectors) l) Implement eReaders into the Language Arts curriculum. 3. Continue to use centralized data management systems for interoperability, quality, reliability, efficiency, and accuracy of information in the evolving district data-driven decision making model to report information accurately, easily, and timely on demand. a) Staff will use the district wide Skyward system to track all information regarding students, staff, parents, health, discipline, scheduling and financials. SWIS is used to monitor behavior for the elementary and middle school PBIS program. Success Indicators Annual Reviews, Checklists, Collaborative Analysis Records Goal 4: Support Systems and Leadership Leadership will support the shared vision and mission of instructional and administrative technologies (including staffing, policies, procedures, communication systems, infrastructure, and equipment) enhancing the teaching, learning, and support functions of the district. Timeline: Ongoing 2011-2014 Activities/Resources: Procedures and Policies 1. Continue current budget model with instructional-specific budgets to support information and technology resources purchases. a) Review annually the allocation and expenditures to enable the district to cover the increasing funding needs of the technology and information budget. 2. Ongoing review and updating of policies addressing: acceptable use (privacy expectations, open records requests, email retention, electronic records retention, etc.); web publishing guidelines, materials selection, reconsideration, weeding; intellectual freedom and responsibilities; interlibrary loan and resource sharing; loss and damage of materials, online learning, cyber bullying, copyright and digital age copyright, assistive technologies; security guidelines, practices; legal issues; information access/security policies; AV equipment purchases, procedures, replacement; community use of technologies; staff accountability, etc. 3. Review security processes (i.e. login times/logoff processes, supervision, personal responsibility, staff ethics, etc.) practices with all staff to ensure understanding of necessity and compliance. a) Review current and develop consistent security processes serving the needs of staff and students and ensuring vital systems security and protections. Systems Staffing and Support 4. Ensure that maximum use of existing and future technologies and resources is realized by providing adequate bandwidth and support systems (instruction and administration) a) Maintain and monitor the 10 MB level of Internet connectivity. b) Continue support of wide area network allowing for centralized storage, centralized backup, online course delivery, centralized video streaming, and possible video.

c) Continue to provide physical security to servers, network switching equipment and when necessary desktop/laptop systems. d) Continue to provide video conferencing capabilities throughout the wide area network. Continue to work to find opportunities with other educational institutions for staff and student interaction via video conferencing. e) Maintain wireless connectivity in all buildings. Continue to monitor and update the infrastructure to accommodate the new standards in wireless connectivity. f) Monitor network security and bandwidth usage studies to maintain efficient data transmission system. g) Develop a 3 year staggered replacement schedule for servers (utilizing virtualization), desktops and laptops. 5. Support leadership and staffing that will foster and support all staff with technologies, communication/collaboration, information systems, and instructional systems support. a) Review Library media staffing levels and services to determine needs based on student achievement requirements as outlined in the WI DPI Library Services Guidelines. b) Identify building technology mentors and create support structure to include professional development, time to act as a mentor for peers, and expansion possibilities. c) Create a plan to allow for library and resources to be available before/after school to students/staff/community. d) Continue to support flex schedule of library media specialist to support research-based model of instructional delivery as resources allow. Communication 6. Maintain voice communications systems to include voicemail, call accounting and programming to route long distance calls at the most inexpensive rate available. 7. Continue with the communication systems for parents through the online tools currently available. Partnerships 8. Continue to build on local university and technical college partnerships for the following: discussion of new information technologies and delivery options, provide staff development options, and implement of innovative instruction and programs for students. a) Secure partnership grants/funding to support objectives b) Build on 21st Century After School programming and partnerships c) Determine ways to make computer labs available before and after school for student and adult/community use. 9. Continue to build on Career and Technology Education Partnerships that support 21st Century programs such as Project Lead the Way, Career Pathways, etc. a. Continue conversations for innovative use of technologies to support innovative programs such as evolving academies, evolving youth apprenticeship programs, etc. 10. Continue the relationships with the School-to-Work Partnerships already established and bring new information to the curriculum development process or the necessary 21st Century knowledge and stills students need. a. Continue the work with the Chamber of Commerce, Chippewa Valley Technical College, UW-Eau Claire and other regional educational institutions to expand the experiences of students and staff with the 21stCentury work places.

Success Indicators Annual Reviews Acquisition Survey Tools Curriculum Scope & Sequence completion Remote Access for programs Responsible Technology Department & library media specialist Budget Common School Funds, Inkind

Technology Plan Budget Proposal Summary

Goal Procurement - Hardware and Software Video Editing Elementary IMC Lab Upgrade Middle School Lab Business Ed Lab Upgrade Writing Lab Upgrade HS Lab Upgrade District Replacement/upgrades Operations, Subscriptions and Support Internet Access WiscNet (eRate adjusted) Skyward Subscription Cadence Subscription CESA 10 Ed Tech Support Contract LMC & Research Subscriptions SIRS World Book Online Destiny library catalog Discovery Education Streaming BookFlix Grolier Lands & People PebbleGo Chronicle Guidance Career Briefs Pop Culture Universe 2011-2012 2012-2013 2013-2014

1500 10000 10000 12000 5000 12000

2600 15340 11,000 12,000

2600 15,400 11,300 12,400

2600 15,500 11,600 12,800

1315 1262 3500 5390 419 399 395 231 569

1350 1300 3550 5450 439 419 415 241 580

1400 1350 3600 5500 459 439 435 251 600

AtomicLearning ClipArt.com iSafe Professional Development

1495 75 500 7000

1550 75 500 8000

1600 75 500 8000

Possible Funding Sources District Technology Budget 21st Century Grant Title 1 Special Needs Common School Fund

52000 2000 10000 5000 35000

40000 2000 10000 5000 35000

40000 2000 10000 5000 35000

Monitoring Progress & Evaluating the Plan

The School District of Augusta requires monthly half day in-service for staff. The technology committees goal is to use this day in a variety of ways including: 1 2 3 Provide the necessary training for staff members as identified by our needs assessment and action plan. Evaluate the technology plan and update as needed as indicated by staff and administration through survey and collaboration. Provide the opportunity for staff to update/align curriculum with state, national and industry technology standards.

August

The planning committee will attend training at Cray Summer Academy or other appropriate training session and plan for presentation of the technology plan at the August Inservice.

September

The technology committee will offer staff development as determined from the spring technology meeting and teacher surveys.

October

The technology committee will meet to evaluate Septembers training session, plan November staff development opportunity and create update for newsletter.

November

The technology committee will offer staff development in areas determined from previous sessions.

December

The technology committee will meet to evaluate November training session and plan Januarys staff development opportunity.

January

The technology committee will offer staff development in areas determined from previous sessions.

February

The technology committee will meet to evaluate January training session and plan March staff development opportunity.

March

The technology committee will offer staff development in areas determined from previous sessions. Surveys for future planning will be administered to staff and/or students.

April May

The technology committee will meet to evaluate March training and complete post training and evaluate surveys. The technology committee will meet to plan August training session review

Dissemination to Stakeholders This Information & Technology Plan will be disseminated to district stakeholders through a variety of means. It will be presented to the School Board for approval. The plan will be posted on the School District of Augusta web site (www.augusta.k12.wi.us) for access by community members. There will be notification in our school districts monthly newsletter that is delivered to every stakeholder within the boundaries of the district, that this plan will be available for review in the districts administrative office and in each building. Details of the plan will be presented and explained to district staff members at building level staff meetings and through in-service sessions. It will further be implemented through participation in staff development. Technology committee members will be available to address questions which may arise regarding this plan. Monitoring, Evaluation, and Revision As a committee, we will meet bi-monthly to monitor, evaluate, and revise the plan as needed. We will report information to staff during faculty meetings, community members will be informed in our District Newsletter and CESA 10 will be provided data as needed for the Title IID competitive grant.

Resources
Farquharson, M. (2009). the power of high quality school library programs. Teacher Librarian, 36(5), 85-86. Retrieved from EBSCOhost. Henderson, A. T., Mapp, K. L., & Southwest Educational Development Lab., A. X. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis, 2002. Retrieved from EBSCOhost.

Judson, E. (2010). Improving technology literacy: does it open doors to traditional content?. Educational Technology Research & Development, 58(3), 271-284. doi:10.1007/s11423009-9135-8 Kimble, C., & Mid-Continent Regional Educational Lab., A. O. (1999). The Impact of Technology on Learning: Making Sense of the Research. Policy Brief. Retrieved from EBSCOhost. Marshall, J. M. (2002). Learning With Technology: Evidence That Technology Can, And Does, Support Learning. Retrieved August 8, 2005, http://www.ciconline.org/section.cfm/2/20 Sandholtz, J. H. (2001). Learning To Teach With Technology: A Comparison of Teacher Development Programs. Journal Of Technology and Teacher Education, 9(3), 349374. Sivin-Kachala, J., & Bialo, E. R. (2000). 2000 research report on the effectiveness of technology in schools (7th ed.). Washington, DC: Software Information Industry Association.

The Augusta School Board is in the process of updating the District Policy Manual. The outgoing policies listed below will be removed later this summer and the first draft copies will be in place in the fall of 2011.

Electronically Attached
Outgoing - Previous District Policies First Draft of revised District Policy Manual 2416.01 Parental/Police Access to Library Media Center/Instruction Material Center Information 2521 Selection of Instructional Materials & Equipment 2531 Copyrighted Works 5136 Wireless Communication Devices 7530.01 Staff Use of Wireless Communication Devices 7540 Computer Technology Network & Internet Acceptable Use & Safety 7540.01 Technology Privacy 7540.03 Student Network & Internet Acceptable Use & Safety 7540.04 Staff Network & Internet Acceptable Use & Safety 7540.05 Assistive Technology & Services 7540.06 Electronic Mail Guidelines Selection of Learning Resources Copyright Policy Collection Analysis Elementary High School Assessment NGA Wisconsin Assessment School Technology Needs Assessment