dr. jeffrey pechura superintendent of schools

School District of Grafton Information Technology

Literacy Plan July 1, 2008July 1, 2011

Dr. Jeffrey Pechura Superintendent of Schools

_______________________________

Board Approval Date: June 9,2008 Contact Person: Rick Seybold, Technology Coordinator [email protected] 262.376.5427

mailto:[email protected]

Grafton Information & Technology Literacy Plan 1

Executive Summary The 20082011 School District of Grafton Information and Technology Plan was a collaborative effort of a variety of stakeholders in the Grafton Learning Community.

The District is currently in a time of transition. The culture is changing to a datadriven decision model in which every grade level and department has developed SMART (Specific Measurable Attainable Resultsoriented Timebound) goals designed to improve student achievement. These goals were the driving force behind this plan.

This plan is about building capacity across the District to integrate information and technology into the curriculum to help grade level teams and departments meet their SMART Goals. Hardware and software acquisition decisions support these goals. The plan calls for developing best practices such as higherorder thinking skills, 21 st Century Thinking Skills (www.21stcenturyskills.org), and projectbased learning to prepare students for a changing workforce. To accomplish this, the District needs to move from isolated classroom planning to develop shared community of practices.

The plan consists of four main action plans: Educator Proficiency, Effective Teaching & Learning, Access to Information & Technology, and Support Systems & Leadership. Actions support the following goals:

Educator Proficiency Goal: The District will develop the capacity of the staff to integrate higher order thinking/21 st century skills into their teaching practices with a result of improved student achievement.

Effective Teaching & Learning Goal: As a professional learning community, the District will develop processes for sharing best instructional practices with the end result to improve student achievement.

Access to Information & Technology Resources Goal: The District needs to provide increased and equitable access to information technology resources to improve student achievement.

Support Systems & Leadership Goal: The District will have the capacity and skills to use data in making informed decisions about instruction to improve student achievement.

The District vision of improving student achievement is the center of this plan. Each action in the plan contributes to this vision by providing teachers, administrators, and students with the skills and resources needed to meet District initiatives.


All of the actions in support of District initiatives (SMART Goals, Curriculum Mapping, Professional Learning Communities, Building Leadership Teams, Standards Based Report Cards, NWEA MAP Testing) lead to the accomplishment of our plan objectives:

By the end of the 2011 there will be continuous improvement in all areas of student achievement and in all other program areas and departments as evidenced by attainment of the annual SMART goals for the District (Appendix B).

In order to meet these goals and objectives to maximize student achievement, the addition of a curriculum technology specialist would substantially improve the rate and quality of professional development and implementation of this plan. The committee recommends reevaluating staffing for information and technology each year to see if the addition of this position would be feasible.


Table of Contents

Executive Summary........................................................................................................ 1 District Mission: ........................................................................................................ 6 District Vision: .......................................................................................................... 6 Information Technology Vision:.............................................................................. 6 Information Technology Mission: ........................................................................... 6 Student Demographics: ............................................................................................ 7 Research that Supports This Plan:.......................................................................... 7 Historical Implementation Timeline: .................................................................... 11 Planning Process: .................................................................................................... 16 Community Resources & Adult Literacy Providers: ......................................... 18

Needs Assessment/Current Status................................................................................. 19 Analysis and Assessment of Progress Toward Previous Plans’ Goals:.............. 19 Analysis of Student Proficiency:............................................................................ 23 Analysis of Educator Proficiency .......................................................................... 24 Analysis of Effective Teaching & Learning Practices ......................................... 26 Analysis of Access to Information & Technology Learning Tools ..................... 27 Analysis of Support Systems & Leadership ......................................................... 33

Goals & Objectives: ...................................................................................................... 34 Implementation Action Plans........................................................................................ 35 A. Educator Proficiency Action Plan .................................................................... 35 B. Effective Teaching & Learning Practices Action Plan ................................... 37 C. Access to Information Resources & Learning Tools Action Plan ................. 39 D. Support Systems & Leadership Action Plan ................................................... 41

Budget Summary .......................................................................................................... 43 ERate Compliance ....................................................................................................... 44 Dissemination to Stakeholders...................................................................................... 45 Monitoring, Evaluation and Revision ........................................................................... 46


Appendices Appendix A District Mission Appendix B District SMART Goals Appendix C Information Technology Literacy Planning Timeline Appendix D 2007 enGauge Project Report Appendix E Information Technology Literacy Developed Plan – October 2007 Appendix F Professional Development Survey Appendix G Acceptable Use Policy Appendix H Selection & Reconsideration of Media Center Materials Appendix I Interlibrary Loan Policy Appendix J Copyright Policy Appendix K Library Media Center Information Technology Curriculum Appendix L District Server Statistics Appendix M District Stand Alone Printers, Network Printers & Peripherals Appendix N Educational Software Inventory Appendix O Library Media Collection Analysis Appendix P Assistive Technology Policy


Introduction The 20082011 School District of Grafton Information and Technology Plan was a collaborative effort of teachers, administrators, aides, support staff and community members. The effort was centered on large and small focus group discussions during the 200607 and 200708 school years. This was a similar process to prior year plans, but a new aspect of our current work has been the use of online discussions and document posting within the District Moodle server. The District SMART Goals also directed the future technology needs.

Since the last technology plan was written in 2004, many changes have taken place at the District.

• Professional Learning Communities Transitioning from the 2003 Strategic Planning Process to a Professional Learning Communities model resulted in a new District Mission and Vision

• Curriculum Mapping Currently in a process of mapping all grades, all content areas in the District.

• SMART goals The District is the first year of implementing grade and department level SMART goals.

• Elementary Grading Practices Developing a standards based elementary report card and moving to a trimester system.

Technology Improvements The 2000 referendum provided sufficient funding for the first half of the decade so that the hardware infrastructure is stable and able to expand. A consistent budget has been instituted during the past three years to maintain the current equipment and add additional labs, workstations and servers as needed. The current network consists of approximately 20 servers and over 900 workstations for the 2,400 end users. The IT Department added a part time administrative assistant during this time in order to fulfill the NCLB reporting requirements (WI WSLS system). A loss to the IT Department was the technology integrator being transitioned into a middle and high school business education teacher. The best course for future staffing needs to be determined. The network has tripled in size this decade but the IT Department has .5 less positions than seven years ago. Fortunately the network has been stable while adding new services or assignment of new job responsibilities every year. This is partially due to standardization of equipment, remote management, and increased end user proficiency. The latter reason may provide


an indication that future staffing may not be needed in "training,” but how to improve in teaching and learning with technology. The IT Department will revisit the staffing issue annually during the course of this plan. The task to provide a stable, expandable network that supports teaching and learning of higher order thinking / 21 st century skills is a challenge, but not an impossibility within the realities of current school funding. The District has many strengths that can be leveraged to attain its goals.

One of these strengths, and one that students of the District have benefited from, is the assignment of certified library media specialists in each building. These teachers have provided leadership in getting each of their staff and students to expand their information literacy skills.

In addition to the specified Action Plans detailed, the hope is that this plan will also serve as a guide for how to utilize new or unanticipated technologies and provide rationale for funding priorities.

District Mission: Our learning community exists to create experiences that maximize the individual growth of every student. (Appendix A)

District Vision: Shared Commitment and a Standard of Excellence for Every Student Every Day.

Information Technology Vision: The Grafton Learning Community is committed to providing progressive and sustainable technology systems and information resources in order to create learning experiences that maximize the growth of every individual. Learning will be comprehensive, in a manner that is both knowledgebased and experiential. We will be information literate: able to locate, evaluate, and communicate information in all curricular areas.

Information Technology Mission: The Grafton Learning Community will use our technology systems and resources to:

• Support the District’s mission and vision in order to enhance the professional learning community through continuous improvement and best practice research.

• Improve student learning through District curricular initiatives, which support the Wisconsin Model Academic Standards and Information & Technology Literacy Standards.

• Ensure equal access to technology despite economic status, gender, race, or educational needs.

• Provide experiential learning opportunities to develop 21st Century Skills and use information effectively.


• Integrate classroom learning and library media resources through collaboration and interdisciplinary learning.

• Support District facility improvements for efficiency, security, communication, and accessibility.

Background

The School District of Grafton is located in Grafton, Wisconsin. The community is over 100 years old. The early Grafton residents recognized the importance of education. In 1845, Grafton was one of three townships with schools in what was then the territory of Wisconsin. Today, Grafton (village and town) has a growing population of over 15,000 residents. Grafton boasts attractive, treelined neighborhoods, a bustling commercial center, and a strong industrial base. Proximity to the Milwaukee metropolitan area provides many social and cultural opportunities while maintaining a small town feel. In addition to the Village of Grafton, the school District draws students from two surrounding townships and villages — the Town of Grafton and the Town of Cedarburg as well as a small portion of the Village of Saukville. The District's educational facilities include one high school, one middle school, and three elementary schools. Enrollment in the District is approximately 2,100 students, with 190 teachers and professional staff.

Student Demographics: Number of Students

% of students White

% of students African American

% of students Hispanic

% of students Asian

% of students Native American

% of students receiving free and reduced lunch

2,078 94% 2% 2% 1% 0% 10% *20062007 school year statistics

Research that Supports this Plan: The Grafton School District is in a time of transition. The District is moving to a data driven culture in which data helps inform decisions about teaching and learning. This also impacts the use of information and technology in the District.

The use of technology and information resources provides teachers with the opportunity to better meet the learning needs of individual students. Research suggests that students learn better when they are actively engaged in relevant, meaningful activities that bridge


the gap between conceptual and applied learning. Improving learning through technology requires not only technology, but the right combination of technology, teacher proficiencies, instructional design, and updated curriculum (NCREL, 2007, p. 20).

Every grade level and department has created measurable SMART Goals. A copy is included in Appendix B. Using the Standards to map curriculum leads to higher academic achievement. Standards serve as rigorous goals for teaching and learning. Setting high standards enables students, parents, educators, and citizens to know what students should have learned at a given point in time. The absence of standards has consequences similar to lack of goals in any pursuit. Without clear goals, students may be unmotivated and confused. Contemporary society is placing immense academic demands on students. Clear statements about what students must know and be able to do are essential to ensure that our schools offer students the opportunity to acquire the knowledge and skills necessary for success.

Lesson planning should focus first on content and classroom strategies, then on ways in which technologies can enhance the lesson. Building lessons on a solid, researchbased foundation of effective strategies, adding appropriate technologies, and consistently applying those strategies should help ensure highquality instruction that has the potential of maximizing student achievement (Brabec, Fischer, & Pitler, 2004).

In order to use information and technology effectively to support District SMART goals, new types of professional development are needed. Collaborative structures that aid teachers in creating communities of practice are needed. A community of practice is a group of people informally bound together by shared expertise and passion. Their members inevitably share knowledge in freeflowing, creative ways that foster new approaches to problems (Wenger & Snyder, 2000). Members of a community spend time together discussing and focusing on problems related to their work. Wenger & Snyder (2000) suggest that in the short term, this makes their work easier or more effective; in the long term, it helps build both their communities and their shared practices.

What is true in other communities is true for teaching communities: the newcomer develops identity through meaningful activity in the community and gradually moves toward full participation (Bjorke, 2004). Teachers observe how other teachers make modifications, how those teachers manage time with students, and how teachers interact with the special education department.

Teachers find that as they participate in communities that they informally create their “knowledge and beliefs about the world influence and are influenced by that community and their beliefs and values” (Jonassen, 2000). Teachers in a community influence each other's pedagogy, adoption of new strategies, and outlooks toward inclusion. A community adds value to the organization and to its members by solving problems quickly, transferring best practices, and developing professional skills. Members gain these benefits without much teaching, but instead as an incidental byproduct of productive activity, due to the strong motivational basis and richly supportive environment.


Creating communities of practice takes time and sustained interaction. It also takes development of teacher leaders. In a study conducted by Reil & Hank (2000), teacher leaders are more likely to:

• have made and continue to make higher investments in their own education • promote knowledge construction rather than engage in direct instruction • develop instructional practices, both with and without technology, that are

theoretically tied to their constructivist philosophy • use computer technology for teaching and learning • integrate computer technology into their classrooms in ways that support

meaningful thinking and involve collaborative project work and sharing of ideas with their peers

“Their position in the educational community mirrors students' positions in their classrooms. They use computers to help their students achieve the same level of respect and voice that these teachers have achieved within their professional educational community” (Reil & Hank, 2000, p. 1).

Communities of practice centered around information and technology don’t just happen. Nardi & O’Day (1999) talk about the need for mediators or “people who build bridges across institutional boundaries and translate across disciplines.” Common mediators in school districts include library media specialists and educational technology specialists. These people have expertise in making connections of how information and new technologies can be used in meaningful ways to support learning.

Mary Ratzer, author of Student Achievement and School Libraries: Empirical Evidence from 15 State Studies 19922004, found that "quality school library programs correlate strongly with student achievement." The study showed that a libraryrich environment promoted student success. Reading scores improved up to 15% with access to and use of school libraries. Students also performed better on standardized tests and assessments. Important factors were professional school library media specialists who teach information problem solving skills and collaborate with classroom teachers, access to quality and varied information resources (print and electronic), and access to networked technology. However, for library media specialists and information technology consultants to be successful in their roles, they need unscheduled time to collaborate with staff. Also, their time focus has to be devoted to instruction and not to hardware support.

Currently, the District does not have educational technology specialists to help staff with the infusion of technology into the curriculum. This position could be very helpful in helping grade level and department teams meet their SMART Goals. The plan calls for the District to reexamine its staffing each year to see if a educational technology specialist position could be added.


References:

Bjørke, S. Å. (2004). The concepts of Communities of Practice, Activity Theory and implications for Distributed Learning.

Brabec, K., Fischer, K., & Pitler, H. (2004). Building better instruction: How technology supports nine research based strategies. Learning & Leading with Technology, 31.

Jonassen, D. H. (2000). Computers as mindtools for schools: Engaging critical thinking. Upper Saddle River: Merrill.

Nardi, B., & O'Day, V. (1999). Information Technologies: Using Technology with Heart. First Monday, 4(5).

NCREL. (2007). enGauge Online Results Recommendation.

Ratzer, M. Student Achievement and School Libraries :Empirical Evidence from 15 State Studies 19922004. Retrieved April 15, 2008, from http://www.crbsls.org/slsa/studentachievement.html

Reil, M., & Hank, B. (2000). The beliefs, practices, and computer use of teacher leaders: University of California, Irvine.

Wenger, E. C., & Snyder, W. M. (2000). Communities of practice: the organizational frontier. Harvard Business Review, JanFeb 2000, p. 139145.

http://www.crbsls.org/slsa/student-achievement.html


Historical Implementation Timeline:

Prior to 1990, the District had Atari computers in assorted classrooms and a Radio Shack lab in the middle school and the high school for computer programming classes. The special education and high school art classrooms had Apple computers.

In the 1980s, the District had two library media specialists and six library assistants. In the 1990s, the school board made the commitment to have a full time library media specialist in each school.

198990

• High School Library Media Center acquired IBM computer and stand alone with 4 CDROMS to run WISCAT to begin retroconversion of collection in preparation for online catalog

199091

• Computer/printer in every K5 classroom, including special education classrooms, with the ability to cluster/group computers by subject area/grade level

• Networked (LAN) and addition of computer/printer in every 68 classroom with the ability to cluster/group computers by subject area/grade level

• Full networked (LAN) Business Education Lab

• Computer Science Lab with printers in the high school

• InfoTrac (a computerized periodical fulltext service on CDROM), Compton’s Multimedia Encyclopedia on CDROM and WISCAT available for use in the high school library media center

199192

• Computers in some departments in the high school

• Computer lab in high school library media center

199293

• Networked (LAN) technology lab in the middle school

• Networked (LAN) computer lab in the high school media center


199394

• Networked computer lab in middle school media center

• Networked (LAN) Tech Ed Lab in high school

• New servers, elementary computer labs

• Computer lab in each elementary media center

199495

• Upgraded computers/Business Education Lab in high school

• Online catalog in high school media center

• New server in the high school

• Modem access in high school science department and media center

• Additional hardware upgrades in all buildings

199596

• Computers in elementary labs to accommodate all students in a class

• Upgrade server/cabling in middle school media center

• Upgrade computers in high school media center

• CDROM server in high school media center


199697 • Referendum passed; some funds used for technology

• Upgraded computers in middle school technology lab

• Upgraded computer in high school publications lab

• New server in the middle school

• Modem access in elementary and middle school media centers


• Adapted position description and named District library media director


199798

• Completed WAN voice, data and video infrastructure

• Upgraded Business Education Lab in high school

• Electronics added to WAN to connect all labs and business administration


199899

• Upgraded computers in high school library

• Automated middle school library catalogs

• New servers for high school and Kennedy Elementary


• Purchase of licensed software to standardize District software productivity tools

19992000

• Referendum passed; some funds used for technology

• Additional computers in middle school computer lab

• Automation of elementary school libraries started

• Upgraded computers in high school library


• Network color laser printers in elementary library labs

• All libraries automated with Follett

200001

• New email/web server (transferred services from old server)

• Additional computers in high school library to accommodate full classes

• Additional computers in high school CAD lab



2001 02

• New labs in all three elementary schools

• New CAD/visual arts labs at high school

• Financial records database upgraded

• New library lab added to the middle school

• New tech ed/FACE module labs curriculum and equipment purchased

• All new file servers

• Some new shelving, carpeting, furniture, and equipment added to the libraries as part of the referendum

200203

• Second middle school lab created

• High school student records

• New high school lab (second floor lab)

• Awarded Ed Tech Grant

• New middle/high school student management system

• Upgraded and expanded high school library lab

• Elementary and middle school music MIDI labs added

• Library Media Specialists and District Integration Specialist meet monthly to discuss curriculum integration topics

200304

• Elementary student records system

• Added new lab for the English department

• High school MIDI computer keyboard lab

• Family access/automated food service at the elementary family login

• Recent approval of District technology curriculum

• Special ed records electronically available to complete integrated IEPs and student base

• District Information Technology Literacy Curriculum updated and approved by the School Board


200405

• Media carts for each building

• Building laptops purchased

• Replaced high school file server

• Began writing district wide common assessments to target technology curriculum benchmarks

• Library Media Specialists meet monthly to work on common goals.

200506

• Second middle school lab

• New Gradebook software

• Email archive server

• IT Help Desk software

• New elementary keyboard software

• Additional webservers

• Zenworks computer management software

• Continue writing information and technology literacy common assessments

• Introduced elementary collaborative lessons: Power Point, scanners, digital cameras, author studies, 4th grade simple visual project, and 5th grade state project

• Develop record location to track technology proficiency assessments

• Library Media Specialists continue to meet monthly to work collaboratively

200607

• Online grade book at high school and middle school open to parents and students

• New Curriculum Mapping software for teachers

• Replaced BusEd (MultiMedia) and CAD lab

• 2 Smartboards installed


• Kindergarten minilabs

• Replaced email server

• Added second high school student server

• Wrote and implemented new fourth grade Microsoft Word lessons and common assessments

• Begin curriculum mapping project with Information and Technology Literacy units

• Created Excel spreadsheet to track 8th grade DPI Technology Literacy Requirements and recorded data from common assessments

• Added additional scanners to each elementary school

200708

• Moodle implementation began

• Replaced Internet proxy server

• Added second high school staff server

• Mounted projectors in high school first floor classrooms

• Elementary Labs replaced

• Third middle school lab added for keyboarding and applications courses

• Replaced high school Library Lab

• Third grade classroom computers

• Increased elementary lab size to 30 and high school to 38 to accommodate larger class sizes and more teacher technology integrated lessons

• Increase monthly collaboration time of library media specialists to include K12 vertical work and K5 lesson and assessment work

• Wireless hand scanner added at elementary level to equalize scanning capabilities among schools

• In conjunction with the Parent Teacher Groups, brought in Caldecott Award winning author Eric Rohmann at all three elementary schools

Planning Process: During the Spring of 2007, the District administered the enGauge online survey to acquire needs assessment data for the plan. A copy of 2003 to 2007 project comparisons is included in Appendix D.


The following stakeholder groups participated in the online survey: • District Technology Coordinators (3) • District Administrators (1) • Board Members (2) • Building Administrators (2) • Parents (71) • Educators (57) • Students (178)

The staff was surveyed on their professional development needs within the Goal #1 Skills Assessment. Results are found in Appendix F.

In June 2007, the District held a focus group of fifteen teachers to determine their needs and issues that need to be addressed in the new plan. In October, the Technology Workgroup met and discussed future needs of the District. During that month a Developed Technology Plan was created (Appendix E).

Each grade level and team in the District has reviewed student achievement data and created SMART goals that they are working toward. These goals were also used in the planning process. A copy of the District SMART Goals is included in Appendix B.

During the 20072008 school year, the District created a planning committee made up of a crosssection of stakeholders. The committee reviewed research and created the action plans. The committee also shared resources and discussed the plan asynchronously using Moodle. The following members made up the planning committee: Name: Position: Kristin Dillahunt* Elementary Music Teacher Aaron Hilts Assistant High School Principal Andrew Hudson 8 th Grade Science Teacher Jennifer Jakubowski Elementary Music Teacher Margaret Kuhn Elementary Library Media Specialist Scott Lazovik 2nd Grade Teacher Donna Marshall Special Education Aide Lori Mathias Middle and High School Business Education Teacher Nikki Mathews 7th Grade Science Teacher Scott Oftedahl Elementary Principal Dawn Repetti Director of Curriculum and Instruction Rick Seybold* District Technology Coordinator Peggy Siemers High School Library Media Specialist Lynn Slowiak Middle School Library Media Specialist Melissa Staude High School Science Teacher Linda Steffens Elementary Library Media Specialist Valerie Stuckens Elementary Library Media Specialist Erin Sumner High School Math Teacher Cindy Zozak 3 rd Grade Teacher *Community Members & Parents

http://moodle.grafton.k12.wi.us/moodle/user/view.php?id=3&course=17

http://moodle.grafton.k12.wi.us/moodle/user/view.php?id=1304&course=17


Community Resources & Adult Literacy Providers: Community members were involved in the planning process for both the District Strategic Plan and the Information Technology Plan. There is continual and informal communication with community members. In addition, adult literacy classes are provided for the community. Pamphlets on offerings are distributed at the senior center, local newspapers, District web site, and District office. The District also works with the local library in coordinating training events for the community. Technology members serve on community organizations and work informally with the Village Police Chief on different technology and security issues.

Local businesses are connected with the schools in a variety of ways. Teachers bring in representatives from local businesses and take field trips to local businesses. One elementary school has developed a formal program where every class is required to have a local community business partner.

The elementary library programs had Caldecott winning author/illustrator Eric Rohmann visit each school in November 2007 to help celebrate National Children’s Book Week. Thanks to the generous funding of our parent groups, Eric Rohmann spent a halfday at each school, presenting separate programs to EC2 students and grades 35 students.

The high school automotive technology department has extensive community connections such as local community collaboration through AYES Automotive Youth Educational Systems. Interns are placed at automotive job sites throughout Ozaukee, Milwaukee and Washington counties in numerous automotive dealerships. The department routinely exchanges on technical assistance as well as technologies like software and computer interface equipment like vehicle scanners.

ADAMM (Auto Dealers Association of Mega Milwaukee) and the WATDA (Wisconsin Auto & Truck Dealers Association) link the automotive department throughout the region and the state. The local NAPA and CarQuest stores both allow the department professional access to their inventory and online ordering in the classroom.

We use a variety of web sites from corporations for training also: Hunter Engineering, Snapon Industrial, and about 6 major automobile manufacturers allow us professional access to their electronic service information on the web through the AYES initiative.

Our local dealers access us through the GHS auto web page. The District has competency checklists, business & education advisory council meeting minutes, as well as calendars of what the interns are doing in school while they are on the job at the dealers.

Other community connections include:

• In spring of 2008, the high school technology engineering classes worked with local manufacturer Ram Tool to build and compete in state battlebot tournaments.


• The high school web publishing class created a new website for the village library. (http://www.grafton.lib.wi.us/ ) The site design was given to the library and initial editing help was provided by the District.

• Each elementary library media specialist teacher completes a lesson at the end of 4 th and 5 th grade on how to connect to the local village library and check out materials online.

• An Internet safety program sponsored by Ozaukee Family Services visits each of the elementary schools and presents to different grade levels.

Needs Assessment/Current Status

Analysis and Assessment of Progress Toward Previous Information Technology Literacy Goals: Overview: The 20052008 Technology Plan contained the following five goal objectives.

Objective 1: By December 2007, 100% of staff will have shown growth on a locally developed assessment which measures both general and content specific technology skills.

Objective 2: By December 2007, all of the indicators in the enGauge condition Effective Teaching & Learning Practices will be in the Exploration Level.

Objective 3: By December 2007, the mean score of the enGauge condition Access will increase.

Objective 4: By December 2007, the mean score of the indicator Community Connections will increase.

Objective 5: By December 2007, the mean score of the condition Systems & Leadership will continue to improve

These five objective goals fit into four areas of practice. 1) Educator Proficiency 2) Effective Teaching and Learning Practices 3) Access to Information and Learning Tools 4) Systems Support and Leadership.

http://www.grafton.lib.wi.us/


Educator Proficiency Action Goal: The level of quality staff performance will continually improve.

Objective 1: By December 2007, 100% of staff will have shown growth on a locally developed assessment which measures both general and content specific technology skills.

Progress to date: A locally developed assessment was created in 2006 and administered to all staff in January 2007 and 2008. The assessment was a self evaluation that staff completed via a web survey of skills that they have performed. The assessment and results are listed in Appendix F. Of the 143 staff who completed the evaluation both years, 130 staff recorded at least one area of positive growth. The evaluation also contained a free form area for staff to detail skills/programs that they have learned the past year and also skills/programs that they want to learn in the future.

The following action plans were completed: • Develop staff technology skill self assessment • Administered assessment • Analyzed results • Building administrators required technology use by staff • AUP, copyright policy shared with current staff, and reviewed with new staff

The following actions plans were not completed: • Use results from the skills evaluation to develop plans for staff development

Results were made available in February of 2008 • Demonstrate continual growth through peer review process

The District curriculum mapping and SMART goals project has required a move to utilize staff development and mentoring resources away from technology skill development

The District’s curriculum mapping initiative, currently in its second year, was not anticipated prior to the former technology plan. The project has required all teachers to organize and enter their curriculum into a central web based application. Curriculum mapping has affected educator technology proficiency in the District. Skills from simple text formatting (line spacing, bullet groups) to PDF file creation with copy machines and the ability to create resource file attachments in the curriculum map have grown in all the staff.

The elementary schools are transitioning to a standards based report card created by the student information system. This in turn has necessitated the development of a standards based grade book. As part of this process, teachers will have to design/use various rubrics, checklists, and scoring guides to record student performance of the standards.


Effective Teaching and Learning Practices Goal: To use information and technology resources to support efforts to continually improve student achievement

Objective 2: By December 2007, all of the indicators in the enGauge condition Effective Teaching & Learning Practices will be in the Exploration Level.

Progress to date: Overall the District has progressed in the enGauge condition Effective Teaching & Learning Practices over the past three years. Every indicator, with the exception of Relevance, has improved. Two of the five indicators are at the Exploration Level or higher.

The following chart shows the 2003 and the 2007 District Mean for each enGauge indicator:

2003 Mean Score 2007 Mean Score enGauge Condition Effective Teaching & Learning Practices:

2.97 3.24

Learning Environment 2.79 2.81 Alignment to the Vision 3.34 3.62 Relevance * 3.05 2.96 Range of Use 2.91 3.15 Sound Base in Research and Best Practices

2.78 3.67

*The planning committee added an action to improve relevant instruction to this plan.

The Action Plans for this goal were all implemented to varying degrees.

The system for technology acquisition needs to be revised and improved. During the 200506 and 0607 school years, a decision analysis for determining hardware and software purchases was carried out by the technology committee. The 0708 year used the technology plan and SMART goal process. This process needs to be refined so that emergency changes to technology purchases are available and also so that purchases are made with greatest positive effect to teaching higher order thinking skills.

Another action plan that needs revisiting is the library media specialists collaborating with teachers to improve critical thinking skills. The number of shared projects between library media specialists and classroom teachers has increased. For example, at the elementary level students participated in a collaborative state research project. However, the use of 21st Century Skills should be expanded.

The SMART Goal initiative, in its initial year, has required teachers at each grade level or department to create and monitor performance goals that reference WKCE, NWEA MAP or other performance data.


Access to Information Resources and Learning Tools Goal: To improve parent, staff and student access to information resources and learning tools to improve student achievement

Objective 3: By December 2007, the mean score of the enGauge condition Access will increase.

Progress to date: The mean score of the enGauge condition Access in 2003 was 3.42. In 2007, the District mean score rose to 3.52. The District expanded its student management system and acquired curriculum mapping software.

The two areas that received lower scores (technology resources and connectivity) may be explained because the available equipment did not keep up with the perceived demand for growth.

Actions outlined for this goal have been implemented or under review. Of note is the Skyward Family Access online grade book for middle and high school families implemented in 2006. The exploration of virtual learning options is being developed by the dozen middle and high school teachers who are delivering their course work via Moodle course management software.

Open labs to the community have not been implemented due to staffing costs and will be considered as an action for the new plan. The middle school Library Media Specialist will provide open computer lab time for selected days during summer school.

An area of initial improvement is the District’s ability to maintain central, organized and current performance assessment data for formal assessment (WKCE, MAP, ACT, etc). The District uses a “data dashboard” software, Eclipse Summit, that is kept current with all class and course enrollments for reporting. These same scores are also housed in the student information system. What needs to happen next is for the information to be disseminated out to the teachers at their request and need. Currently reports are generated on an as needed basis, but teachers require an intermediary to generate the desired report. The Eclipse Summit software will be used for this purpose over the next two years so that teachers can login and create reports or view the data as they need.

Support Systems and Leadership Goal: To develop strong learning communities based on increased levels of communication, cooperation and collaboration

Objective 4: By December 2007, the mean score of the indicator Community Connections will increase.

Progress to date: The mean score for community connections did not increase. The action plan for using email lists to communicate with parents was completed and implemented heavily at the high school and middle school. The District website promotion does take place through school newsletters and open houses. Email has become a standard communication tool with parents as well as web page homework and


grade book postings. The middle school is moving to using email to send home weekly “Thursday Folder” announcements and this will probably expand to the elementary schools next. The action plans that were not completed (adult education, technology facilities rental) required additional staff resources and were not prioritized higher than the student learning goals in the plan.

A recent event in April 2008, an online parent night discussion on social networking technology, was positive for the parents who attended. This will be repeated at the middle school.

Objective 5: By December 2007, the mean score of the condition Systems & Leadership will continue to improve.

Progress to date: The mean score of the enGauge condition Systems & Leadership in 2003 was 3.22. In 2007, the District mean score rose to 3.76.

Analysis of Student Proficiency: Students in the Grafton School District are assessed on the Information and Technology Literacy Standards through a process that begins in third grade. Both district Library Media Specialists and Business Education instructors have identified the essential standards students are to be proficient at. Based on the identified standards, practice is given through various activities that are integrated throughout the curriculum and/or directly taught by the library media specialist and business instructor. Students are then assessed through a common performance and the District has a shared file that tracks student performance by grades 4 – 9 on completion of the benchmark, including the identified eighth grade technology standard.

Each year the practice lessons (curriculum), assessments, and standards are reevaluated to make sure information is current and relevant. The records kept on each student are updated through eighth grade. Future work will be completed on Information and Technology Literacy Standards that have been identified for students in grades 912, and assessments for this level will also be completed.

Identification of Underserved Populations Concerning Information & Technology Literacy Assistive Technology is considered in the IEP process. CoWriter, Boardmaker and Kurzweil3000 are the most common software titles used in the District for identified students. Kurzweil and BoardMaker are deployed over the network so that teachers can share templates with all other special education staff. All labs contain scanners with a network install of Kurzweil3000 so that it is available for scanning in books and documents.

In the 200708 school year, a new Assistive Technology Committee was organized and chaired by District Occupational Therapist Diane Vespraskas. The group met four times during the year with team members each presenting research about or current use of


assistive technology hardware or software available in the District. A guest assistive technology specialist presented during one of the meetings specifically on Boardmaker and options in MS Office. This group will continue next year with an emphasis in training, best practice use, and budget.

The District purchased NWEA MAP testing to pilot for grades 2 & 6 in 200405. The District purchased NWEA MAP tests for grades 28 during the 200506 school year. Since 200506, MAP testing has been conducted at least once per year at grades 2 – 8. Grade 5 data has been used for middle school class placement. Middle school Language Arts and Reading MAP scores have been used to monitor three times / year progress in Language Arts.

In the 200607 school year, a Read180 mini lab was installed in the middle school. The software was purchased by a consortium of schools in the surrounding area. Students are identified by WKCE and MAP scores in reading.

The middle school uses Accelerated Reader to monitor student reading levels. NWEA MAP Scale scores and WKCE results are used to identify students for placement in sixth grade and ninth grade math levels.

Analysis of Educator Proficiency Staff Development in Grafton is in a huge state of flux at the current time. Currently, a need exists to build staff development into the school day for educators. The following options for this are being explored:

• Late arrival day at the high school • Early release day • Staff development during school day • Utilization of team time hour at the middle school • Release time for elementary teachers • Using in service professional development days • Attending outside workshops • Utilization of vendors and specialists to train teachers • Reorganization of elementary schools • Initiating annual goals for educators including growth in technology skills • Use of a trainthetrainer model of professional development to grow leaders in

technology • Optional before/after school training opportunities


Identified areas in which technology training is desired: • Eclipse • NWEA Map testing • 21 st Century Skills • Report card grade book (K5) • Responsible use of technology • Atomic Learning (online technology training) • Moodle • Contribute (web editing) • Library media center database resources • Assistive technology • SmartBoard training

For the most part, educators in the School District of Grafton are in the Exploration stage of the enGauge continuum.

Staff is strong in the area of Implementing Technology Supported Learning. The staff is comfortable with technology and incorporating it into their lessons. Another strength for the District is the indicator Professional Practice and Productivity. Staff is willing to experiment with new technologies. Also the standardization of the Microsoft Office Suite, email, Internet access, and voicemail has improved staff competencies in this area.

Staff need time set aside during the school day for training on new technology classroom uses and time to collaborate with one another. They also need more individualized instructional options and increased accountability for using technology with their students.

Specific Areas of Need include: • Cultivation of DigitalAge in Skills and Processes Currently the District is in

the Adoption Stage. At this level, the teacher is aware of digitalage skills, and understands the importance of these skills to students’ lives, but lacks specific strategies for developing these skills.

• Planning & Design Currently the District is in the Adoption Stage. At this level, the educator begins to include technologybased learning as an option in support of the lesson planning and curriculum design process that was in place prior to the availability of technology. Technology use may be somewhat mechanical, as the educator does not have a solid grasp of research or best practice to guide uses that match previous practice. Educators who previously instructed exclusively in whole groups, for example, may only be comfortable in the lab setting where all students can be working on the same thing at the same time. The educator at this level is aware that technology can help to better meet the needs of special needs students, but lacks the strategies for doing so.

• Assessment Literacy Currently the District is in the Adoption Stage. At this level, the educator may use technology to automate existing assessment practices. This educator may have difficulty in developing assessment strategies for


evaluating student products when technology is involved or when the products are the result of the more collaborative, active learning that technology often engenders.

Analysis of Effective Teaching & Learning Practices EnGauge results show that the District is primarily in the Exploration Level for Effective Teaching & Learning Practices.

The District has a solid foundation of hardware, software, and technology users throughout the District which has made effective use of technology for teaching and learning possible. Accommodations are made for diverse groups of students both through the library media program and through technology applications. The District has a certified professional library media specialist in each building, which greatly enhances the ability to effectively integrate information and technology skills into the curriculum. All stakeholders are represented in the planning process.

Areas in need of improvement include: • Learning Environment Currently the District is in the Adoption level. enGauge

recommends providing compelling models of effective uses of technology. Models enable teachers to experience immediate success both for their students and themselves. Until teachers and administrators are immersed in the culture of technology, they will need such models along with advice on the context, content, instructional design, curriculum, and assessment that together shape effective teaching and learning with students.

• Sound Base in Research & Best Practices Currently, the District is in the Adoption level for this indicator. As teachers in the District become more sophisticated users of technology, it will be important to document and verify the impact of their work on student learning. One of the best ways to do so, beyond literature reviews of others’ work, is action research conducted at local sites by local educators. In addition, it will be important that the District track research and emerging best practices with technology and report the findings periodically to teachers and administrators.

• Relevance Currently, the District is in the Adoption level for this indicator. Technology enables the school to engage student in realworld applications of content; often this involves using real world data sets to solve real world problems. One of the easier ways to engage classes in realworld applications is to join an online forum that has a structure for multiple classes. As teachers become familiar with the online experience, they can branch out into less structured forums. Eventually some will create their own linkages to both local and global partners who can add insights, expertise, and real world learning experiences to their students’ learning.


Educators were asked about the current use of technology in their classrooms: Do students in your classroom regularly use technology to:

1. Consult with experts (9.68%) 2. Consult with students in other schools (1.61%) 3. Produce projects of their own design (62.9%) 4. Collaborate with community organizations or businesses on class projects

(4.84%) 5. Participate on online projects (9.68%) 6. Publish their work on the World Wide Web (1.61%) 7. Produce work intended for audiences beyond the classroom (16.13%) 8. None of the above apply (35.48%)

Each grade level and department team has developed SMART Goals based on student achievement data.

The District also uses Eclipse, a curriculum mapping software program for teachers to record units, content/concepts, resources, and assessments for each course.

How are information and technology skills aligned in the curriculum and assessed? The Information Technology Curriculum included in Appendix K shows how the information technology literacy standards are aligned within the curriculum. It also shows how each grade level benchmark is assessed.

Analysis of Access to Information & Technology Learning Tools Data management and reporting has been an area of focus for the technology and curriculum departments beginning in 2005. The initial importing of WKCE test scores into the student information system (Skyward) has grown to using a data management program (Eclipse Summit) for user login and report generation. When needed, additional charting is done through Excel and Access for end user viewing as has been done with the kindergarten DIBELS scoring. The District is in the first steps of using these tools for building administrators to view, organize, sort, and analyze performance data. After this is done with the principals (200809), the plan is to have the teachers login and interact with the data.

The District has highly qualified technology staff and library media specialists. All of the classrooms in the District are connected to the Internet. The library media centers are well utilized. There are multiple media technologies in place.

All buildings are connected via a star topology single mode fiber network at gigabit ethernet speeds. All building IDF’s are then connected via gigabit multimode fiber connections. The IDF to computer connection is 100MBs. There are four wireless access points in our system running 802.11b or 802.11g.

The current setup allows for both teachers and students to save to network file servers. All District staff and students have individual network accounts and passwords.


Teachers use network file shares, web site pages, or Moodle courses for distributing course content for student access.

Total number of workstations in the District: Building Office Classroom Lab Library

Media Center

EEN Other

DO 15 6

GHS 11 59 30 English 30 CAD 30 Math 30 30 Bus Ed 25 Finance 7 Music 8 Art

30 4 Spec Ed rooms with 1 3 computers in each room

15 misc classroom computers 4 autolab

JLMS 5 32 30 Lab2 6 Music 15 Tech Ed 15 FACE 30 Bus Ed


20 misc classroom computers

GES 3 32 6 Music 7 Resource



Woodview 3 19 6 Music 30 1 Spec Ed rooms with 4 computers


Kennedy 2 18 6 Music 6 3rd grade lab

30 1 Spec Ed rooms with 2 computers



IDF School # of Main Distribution

Facilities (telecommunication closets) Locations

Grafton High School 7 1. Art wing

2. PhyEd 3. Auditorium 4. English 5. Library 6. Video Club 7. Math Lab

John Long Middle School 3 1. Library

2. Lab 2 3. Tech Ed

Grafton Elementary School/ District Office

3 1. Main IDF 2. Music 3. 2 nd grade classroom closet

Kennedy Elementary 1 1. Basement

Woodview Elementary 1 1. Library

An inventory of stand alone printers, network printers and peripherals is included in Appendix M.

GroupWise email system with a Windows 2000 web server for external access is the District messaging system. Administrators have wireless email via cellular smartphone.

The phone system is a centralized Mitel PBX system running Lightware 34 with peripheral nodes at each outlying building. Mitel voicemail is run from the district office. The PBX switch and voicemail will be replaced in August 2008 with a Mitel IP phone switch and Voicemail. In subsequent years, IP phones will be replace the current sets in the schools.

The District uses Skyward for its student information system. The business office, food service, special education departments also use Skyward.

The District web site is maintained by a variety of users, including office staff, teachers and the technology department.

Technical assistance can be obtained by web IT support site, help desk phone support and walk in assistance. A FAQ knowledgebase has been available online for the last three years. The technology technician and coordinator also make themselves available to answer questions or provide assistance when approached by staff in need of help.

The District will need to continue to provide professional development and support for all staff, and a budget to maintain and develop current and future needs. The District also


wants to increase accessibility of resources to the public and build partnerships with higher education, businesses and community groups.

Library Media Center Analysis

Enrollment Holdings Books per Student

Average Age of Collection

Grafton Elementary 308 9,336 30.05 1993

Kennedy Elementary 250 11,699 44.78 1992

Woodview Elementary 257 10,833 41.30 1991

John Long Middle School 449 12,057 26.85 1993

Grafton High School 868 24,004 27.65 1983

Grafton Elementary School

Strengths of Collection • Strong fiction and picture book collection. • Science collection is exemplary. Collection is closely aligned with classroom

curriculum, particularly in areas of rocks & minerals, oceans, biomes, mathematics, and animals.

• Grade level themes are well represented in both the fiction and nonfiction collection. Teacher requests help focus collection development.

• LMC globes and atlases are utilized by classroom teachers for collaborative social studies lessons.

• Highinterest periodical subscriptions. • Begun building a digital audio book collection.

Areas of Need • Need to weed computer science, political science, commerce, and transportation

sections, and replace with updated titles. • Increase purchasing in areas of social science, reference, and professional literature. • Paperback fiction needs to be separated from hardcover fiction to create space on

shelves and increase circulation.


Kennedy Elementary School

Strengths of Collection • Large picture book and fiction collections. • Science collection is exemplary. Collection is closely aligned with classroom

curriculum, particularly in areas of rocks & minerals, oceans, biomes, mathematics, and animals.

• Vast and indepth collection of Wisconsin and Native American materials. • Art, music, and sports are strongly represented and well utilized by students. • Applied science collection is a strong area. • Reference is current. • Highinterest periodical subscriptions. • Begun building a digital audio book collection.

Areas of Need • Build up a professional collection that is housed in the library. • Increase social science holdings. • Weed and update areas of age sensitivity, particularly computers, education, and

astronomy.

Woodview Elementary School

Strengths of Collection • Vast and current picture book and early reader collections. • Science collection is exemplary. Collection is closely aligned with classroom

curriculum, particularly in areas of oceans, biomes, and animals. • Extensive collection of math literature supporting Everyday Math, the District’s math

series. • Strong and current professional offerings, focusing on areas of 6Traits Writing and

Guided Reading. • Growing board book and early picture book collection to support Early Childhood

program. • Begun building a digital audio book collection.

Areas of Need • Enlarge social science collection, focusing on the social studies strand of

communities. • Catalog reference materials. • Weed and update areas of age sensitivity, particularly astronomy and life science.


John Long Middle School

Strengths of Collection • Extensive fiction collection meets student needs, matches student abilities and

interests, and encourages student growth; collection supports schoolwide ReadUp program using Accelerated Reader program.

• Biography collection has been expanded and diversified. • The following areas of the collection have been strengthened and expanded to support

curricular work and classroom projects: special interest fair, Canada, inventors (especially of diverse backgrounds), biography, Six Traits, astronomy, and other Earth sciences.

• Magazine selection has been increased to better match student interests. • Professional collection has been expanded and utilized to a greater degree.

Areas of Need • To meet the needs and abilities of a larger range of students, both the graphic novel

collection and the audiobook collection need to continue to show growth. • The nonfiction section, and in particular the potentially agesensitive areas in the

social sciences, the natural sciences, and technology, needs to be weeded and expanded.

• Database resources need to be explored and potentially increased, in conjunction with classroom teachers to ensure use.

Grafton High School

Strengths of Collection • Vast reference collection, both print and nonprint. • Extensive database selection with both onsite and offsite access; includes college

level resources and SIRS webselect. • Ebook collection to support science curriculum. • Supported English department reading for pleasure initiative with highinterest fiction

and nonfiction materials. • Updated medieval/Middle Ages collection.

Areas of Need • Weed and update areas of age sensitivity, particularly environmental sciences, other

natural sciences/math, and geography. • Build and catalog professional collection. • Improve the overall age of the collection through weeding and purchasing. • Improve the age of fiction collection to appeal to the interests of students and

transition effectively from the more structured reading program at the middle level.


Analysis of Support Systems & Leadership For the most part, the District is in the Exploration Level for Systems & Leadership on the enGauge continuum.

Some of the strengths for the District include: a strong infrastructure, knowledgeable and supportive technology support, and past financial support from the community.

The District needs a curriculum/technology specialist who can help staff with integrating technology into the curriculum and using technology to support their SMART Goals.

Administrators need to be adept at helping staff through the change process as the District moves to a datadriven decision model. The District is strong and continually improving in being able to record and archive student achievement data. Report writing and distribution of the data is taking place in initial stages. The ability to use and analyze various assessment data (from formal Level 1 national assessments to informal teacher observables) to improve teaching and student learning is a needed skill for all district staff.


Goals & Objectives: Goal #1: The District will develop the capacity of the staff to integrate higher order thinking/21 st century skills into their teaching practices with a result of improved student achievement.

Goal #2: As a professional learning community, the District will develop processes for sharing best instructional practices with the end result to improve student achievement.

Goal #3: The District needs to provide increased and equitable access to information technology resources to improve student achievement.

Goal #4: The District will have the capacity and skills to use data in making informed decisions about instruction to improve student achievement.

Objective: By the end of the 2011 there will be continuous improvement in all areas of student achievement and in all other program areas and departments as evidenced by attainment of the annual SMART goals for the District (Appendix B).


Implementation Action Plans A. Educator Proficiency Action Plan

Need: The District needs professional development time embedded in the calendar. Educators need professional development in planning and designing lessons with information and technology based on 21 st century skills and assessment literacy.

Goal #1: The District will develop the capacity of the staff to integrate higher order thinking/21 st skills into their teaching practices with a result of improved student achievement.

Objective: By the end of the 2011 there will be continuous improvement in all areas of student achievement and in all other program areas and departments as evidenced by attainment of the annual SMART goals for the District (Appendix B). Action: People Responsible: Timeline: Resources

Needed: Indicators of Success:

1. Identify a list of technology “go to” professionals in each building to answer basic technology questions and provide “just in time” software support for other staff members

• Building Administrators • Technology Specialist

Year 1 develop voluntary list of programs and “experts” for each program Year 2 revise and publish list

• Software list • Skills assessment

• Survey results • Atomic Learning

• List published on internal website and email

• Increased survey results annually

• Increased communications

2. Identify a list of teachers who integrate technology with higher order thinking skills for each content area

• Teachers Leaders • Library Media Specialists • Curriculum/Technology Specialist

• Building Principals

Year 1 – identify the individuals Provide training or conference if needed

• Time needed for identified teachers to meet with specialists or as groups to develop their best practices

• Representative is identified for each content area

• SMART goal performance


Action: People Responsible: Timeline: Resources Needed:

Indicators of Success:

• Moodle, Eclipse or other online resource portal.

• Funding for substitutes

3.Analyze survey results and SMART goals to determine topics for technology training

• Professional Development Team

• Administrative Team • Technology workgroup

Ongoing • Time • Survey • SMART Goals

• Topics are identified and published

• Student achievement is improved as reported by SMART goal

4.Organize grade level or department team meetings to work on implementation of SMART goal information and technology resources

• Curriculum Director • Technology Coordinator • Technology Curriculum Specialist

Begin Fall 2008

• Time • Technologies identified as part of SMART Goals

• Resources are used in student instruction

• Teams are meeting their SMART Goals

5. Provide funding for teachers to attend local professional development training (i.e. Sally Ride Academy)

• Curriculum Director • Technology Coordinator • Building Principals

Ongoing • Funding needed for fees

• Increased attendance at Sally Ride and other professional conferences

• Increased number of staff who are proficient with technology and 21 st century skill teaching. (Teacher Leaders from action #2 above)


B. Effective Teaching & Learning Practices Action Plan Need: The District needs to use current research and best practices to provide more relevant instruction and create common assessments. Time for collaboration and sharing needs to be provided.

Goal #2: As a professional learning community, the District will develop processes for sharing best instructional practices with the end result to improve student achievement.


Action: People Responsible: Timeline: Resources Needed: Indicators of Success:

1.Develop a method to showcase effective uses of technology by educators as a means to share with others

• Technology Coordinator

• Curriculum Director • Technology Workgroup

Year 13, Twice a year

• Time • Staff meeting time • Inservice time • Moodle

• Methods exist to share best practice across the District

2.Utilize technology tools and curriculum mapping software to maximize student learning and teacher effectiveness

• Curriculum Director • Teachers • Library Media Specialists


Ongoing • Eclipse • Library Media Specialists

• Subscription database resources

• Moodle • Atomic Learning • NWEA MAP Testing

• Increased use of Eclipse

• Increased District wide use of Atomic Learning and Moodle by staff

• Regular usage of Library databases in school and at home

• Expanded use of NWEA report data

3. Increase staff collaboration on curriculum mapping, to improve instruction and develop a K12 scope and sequence

• Curriculum Director • Teachers • Library Media Specialists

Ongoing • Time • Eclipse

• Parent view of Eclipse is active

• Increased viewing of other curricular maps

• C &I K12 scope and sequence report generated and shared

4. Evaluate and revise technology hardware

• Curriculum Department

Ongoing • Curriculum Map • Hardware and

• Process in place



and software purchases needed to support SMART goals and 21 st Century Learning

(Appendix B)

• Technology Committee

Software request forms

• Time

• Revised form and uploaded on web

• Technology purchased

• Budget reflects requests

5.Develop data analysis process to be used District wide. (Common assessment data Levels I & II)

• Administrative Team Year 3 • Eclipse Data Summit

• Data reports • Time

• Process developed and process initially utilized by administrators

6. Evaluate and revise SMART goals of departments/grade levels to increase “real world” learning experience into curriculum (Relevance)

• Building Administrators

• Technology Curriculum Specialist

• Teachers

Year 3 • Time • Business Partners (elem. level)

• SMART Goals include relevant real world connections

• Plan developed to provide more real world learning experiences


C. Access to Information Resources & Learning Tools Action Plan Need: The District needs to realign how it acquires information and technology resources in relation to how the resources support teaching and learning goals.

Goal #3: The District needs to provide increased and equitable access to information technology resources to improve student achievement.

Objective: By the end of the 2011 there will be continuous improvement in all areas of student achievement and in all other program areas and departments as evidenced by attainment of the annual SMART goals for the District (Appendix B). Action: People Responsible: Timeline: Resources Needed: Indicators of

Success: 1. Continue annual budgeting process for replacement cycle


Ongoing • Funding • All equipment is under 7 years old

2. Purchase and install whiteboards and graphing calculators. Commence training for identified staff.

• Technology Department


• Curriculum Director

Ongoing • Funding • Identified staff for training

• Sally Ride Academy

• Whiteboards are installed

• Training was provided

• Increased student engagement

3.Upgrade infrastructure as required over the next three years to meet teacher and learning needs or system requirements


Annual • Funding • Determine future needs (wireless grid)

• Phone system upgraded

• Elementary servers upgraded

4. Evaluate and revise technology hardware and software purchases needed to support SMART goals

(Appendix B)

• Curriculum Department

• Technology Workgroup

Ongoing • Curriculum Map • Hardware and Software request forms

•Time

• Process in place • Revised form and uploaded on web

• Technology purchased

• Budget reflects requests

5. Provide increased access to computers for high school students for online coursework

• Administrative Team • Library Media Specialists

• High School Principal • School Improvement/Depart ment Chairs

Year 13 • Funding • Time • Review and evaluation of current lab and hours needed

•Increased access to computers

6. Evaluate • Technology Year 1 (evaluate • Survey parents • Survey



equitable access to computers K 12 for all students

Workgroup • Assistive Technology Committee

and survey) • Year 2 (develop plan)

• Year 3 (begin implementati on)

regarding online access

Completed • Results utilized to address access needs

7. Identify and evaluate skills and standards to be included in Standards based report cards and grade book at the K5 level

• Curriculum Director • District Administrators

• Report Card Committee


• K5 teachers

• Pilot Year 1 • K5 Year 23

• Development Time • Staff Training • Skyward

• Product functional

• Pilot evaluation


D. Support Systems & Leadership Action Plan Need: The District does not have the capacity and the skills to use data in making informed decisions about instruction. We have a need to identify benchmarks for District content standards.

The District needs to identify standards for report cards, fully utilize existing programs in place, and teach support staff.

Goal #4: The District will have the capacity and skills to use data in making informed decisions about instruction to improve student achievement.


Action: People Responsible:

Timeline: Resources Needed:

Indicators of Success:

1. Provide professional development and ongoing support for data driven instruction



Ongoing • Time • Conferences

• Teachers have real time access to data

• Improved use of data by teachers for informed instruction

2.Develop and implement elementary report card



• Report card committee


Year 1 – pilot Year 2 – all elementary staff

• Meeting time • Setup Time

• Standards are identified for all content areas

• Reporting system is in place

• Report cards are generated from system

3. Plan to re evaluate curriculum/ technology specialist staffing every year



Ongoing • Time • Embedded professional development occurs

4. Continue Eclipse curriculum mapping initiative

• Director of Curriculum

• Curriculum coordinating council

Ongoing • Time • Funding

• Eclipse curriculum is in master view and public view

• Eclipse implementation plan followed

5.Data retreat for • Director of Year1 • Time • Administrators


Administrative Team and staff using Eclipse Data summit

Curriculum • Technology Coordinator

Administrative team Year 2All staff

• Report layout determined

and department chairs using data for decision making.

• Teachers using data for informing instruction

6. Provide professional development for clerical staff

Technology Coordinator

Ongoing • Time • Increased efficiency of reporting.

• Reduction in data errors in Student information system.

7.Utilize web based components of student and financial information systems


• District office staff

Year 2 • Time • System modules are installed and used

8. Reorganize technology workgroup into a group that focuses on teaching and learning


• Library Media Specialists

• Director of Curriculum

Year 1 • Meeting time •Group is formed


Budget Summary The following budget shows the financial resources the District anticipates it will need annually from a variety of funding sources to achieve its information and technology goals. The budget calculations are based on current C&I, LMC, and Technology Department budget line items that align to the action plans.

ERate ITBudget

Common School Fund

General Fund

Title IID

Online Subscriptions and library media collections

$76,000

Follett Library Automation System $2,300 Professional Development (A.2, A.5,D.1) $51,800 $1,795 Educational Software (C.4) $14,500 $8,000 Educational Hardware (C.1, C.2, C.4) $72,700 $24,000 Programs & Fees $3,000

SPAM Filter* $3,000 GWArchive $3,600 Antivirus* $3,000 Skyward (Student, Finance)

$31,000

Microsoft School Agreement

$10,500

Novell SLA $5,500 Wisnet $2,774 $4,161 DOA TEACH Internet $3,000 Infrastructure/System Maintenance (C.3)

$3,000

Telecom $7,902 $11,855 Eclipse (B.2, B.3, B.5, D.4, D.5)

$14,000

Infrastructure & System Fees

* 3 year contract

Programs / Fees $3,300 Travel $1,000 $4,100 Other SupplyConsumables (Printer Cartridges)

$26,500

Total $10,676 $179,600 $108,000 $100,216 $1,795

The District anticipates receiving $10,676 ERate to meet its telecommunication goals each year. The remaining budget will be made up of Title funds, common school fund and District funds.

Telephone services are crucial to meeting internal and external communication needs of the District. The Internet provides student resources and supports research/information needs of students and staff.


ERate Compliance

Required Criteria Location within Grafton’s Plan 1. The plan must establish clear goals and

a realistic strategy for using telecommunications and information technology to improve education or library services;

Pg. 3442

2. The plan must have a professional development strategy to ensure that staff know how to use these new technologies to improve education or library services;

Pg. 3537

3. The plan must include an assessment of the telecommunication services, hardware, software, and other services that will be needed to improve education or library services;

Pg. 1933

4. The plan must provide for a sufficient budget to acquire and support the non discounted elements of the plan: the hardware, software, professional development, and other services that will be needed to implement the strategy; and

Pg. 43

5. The plan must include an evaluation process that enables the school or library to monitor progress toward the specified goals and make midcourse corrections in response to new developments and opportunities as they arise.

Pg. 46

ERate funds are used to help support Local and Long Distance Phone Service, phone system services, cell phones, and Internet access.


Dissemination to Stakeholders The District has created the following plan for disseminating the plan to all stakeholder groups:

• School Board to approve plan in June 2008 (Technology Coordinator and School Board)

• Announce Technology Plan at Fall 2008 staff meetings (Technology Coordinator, Library Media Specialists)

• Annually Review of Technology Plan each January to School Board (Technology Coordinator, Library Media Specialists)

• Review of Technology Plan by District Leadership Committees: Staff Development Committee, Curriculum Coordinating Council, Department Heads Meetings, Building Administrators Meetings, and Assistive Technology Meetings (Technology Coordinator)

• Post Technology Plan on Teacher Resources page of District Website (Technology Coordinator)

• Announce Technology Plan Goals and overall summary in District Chalkboard (Community widepublication) (Technology Coordinator)

• Include Technology Plan updates annually in building newsletters (Principals and Technology Coordinator)

• Include Technology Plan update in Fall Mentor Meetings for New Staff (Technology Coordinator, Curriculum Director)


Monitoring, Evaluation and Revision

The following details the tools and processes used in monitoring and evaluating the plan:

• Each action plan has measurable objectives. Each action also has identified indicators of success.

• During the annual budget process, the Technology Workgroup will annually review department/grade level curriculum maps and SMART Goals and review how they connect to this plan.

• Library Media Specialists will do a collection analysis to monitor the status of their collections in terms of curricular needs.

• The Technology Workgroup will annually record and report the progress of each Action Plan.

• The results of an annual assessment of District hardware and infrastructure needs will be presented to the Technology Workgroup.

• District test results in math and communication arts will also be monitored on a yearly basis.

The District will administer a needs assessment to measure growth as a result of plan implementation and the AASL Library Media Program Assessment in the 20102011 School Year. The data from these assessment tools will also assist with the planning process for the next information technology plan.

Appendix A

Grafton School District September, 2007June, 2008

District Goal(s): By the end of the 200708 school year there will be continuous improvement in all areas of student achievement and in all other program areas and departments as evidenced by:

• Increasing the number of students who are advanced in the areas of reading and math on the WKCE,

• Decreasing the number of students who are in the basic and minimal areas of reading and math on the WKCE,

• Increasing the number of students who are successful on all standardized tests (WKCE [language arts, science and social studies], MAP, ACT) and common assessments (Six Traits Writing),

• Increasing the number of Individual and Workgroup curriculum maps, • SMART goal(s) listed below.

Team Team SMART Goal (Specific, Measurable, Attainable, Resultsoriented, Timebound)

Early Childhood At the end of their Early Childhood program, 80% of Early Childhood children with identified delays or disabilities will sit at a table to work on fine motor tasks for 15 minutes.

Kindergarten Math

By June of 2010, 90 % of Grafton Kindergarten students will score in the advanced or proficient categories on the district common assessment for shape recognition.

Grade 1 Math

By June 2009, 75% of the First Grade students will attain developing/secure or higher on the basic facts common assessment given at the end of fourth quarter.

Grade 2 Math

1. By the end of the 20092010 school year, 80% of the second grade students will meet the basic fact passing mark of 90% or higher, on the end of the year addition fact test. 2. By the end of the 20092010 school year, 80% of the second grade students will meet the basic fact passing mark of 80% or higher on the end of the year subtraction fact test.

Grade 3 Math

By the year 2011, 4th Grade WKCE scores in the area of Mathematical Processes will increase by 23% beginning in 2009.

Grade 4 Math

By the spring of the 2010 school year, each student will show a 23% increase from their 4th grade score to their 5th grade score on the mathematical processes sections of the WKCE math test.

Grade 5 Math

By the end of the 20072008 school year, all students will demonstrate mastery of 100% of their basic facts (09) in addition, subtraction, multiplication and division.

Grades K5 Music

By 2011, using baseline common assessments in grades 14, 80% of our students will score in the Exceeds Standards category. (See attached report card draft.)

G G G G

Appendix B

Grades K5 Guidance

By the end of the 20092010 school year, 95% of 5th graders will have increased selfesteem.

Grades K12 Art

By the end of 200809 school year, 80% of art students in 4 th , 8 th , and high school foundations classes will be proficient at exploration, knowing, and using, respectively, the Elements of Design, based on the department common assessments for each level.

Grades K12 CD

Increase the number of students who score in the proficient range on the Wisconsin Alternative Assessment over the next three years by one percent each year. Baseline will be established in January 2008.

Grades K12 Psychologists

The May 2008 DIBELS assessment will reflect that no more than 7% of students will fall within either the Emerging or Deficit ranges as defined by DIBELS criteria.

Grades K12 LMC

By the end of the 200809 school year, 90% of K12 students will be proficient at evaluating information sources based on relevant criteria.

Grades K12 Physical Education

Each year for the next 3 years, we will increase by 5% the percentage of students who improve in the area of measurement on the mathmatics portion of the WKCE.

Grades K12 Speech Language

At the time of a reevaluation (either due to a triennial, placement change or dismissal), each SL student (excluding CD population) will improve his/her ability in their qualifying area of speech and/or language as demonstrated by an increase in test scores of 1/3 standard deviation or more (5 Standard Score points).

Grades 612 Business & Information Technology

1. By the end of the 0809 school year, 70% of all eighth grade students taking Introduction to Computer Applications will score at or above proficiency level on the keyboarding component of the district information & technology literacy standard. 2. By the end of the 0809 school year, all Business & Information Technology students will reflect a 3 percent increase in the advanced/proficient categories of organization development and mechanics usage on the GHS writing rubric.

Grades 68 English Literacy

The April 2011, 8 th grade WKCE will reflect an annual increase of 34% in the advanced/proficient categories of language arts.

Grades 68 FACE

Spring of 2010 targeted for FACE students to increase their vocabulary in the area of Consumer Education as it relates to money matters. Goal is to at least double their knowledge and understanding of vocabulary words through the use of a new program from Jr. Achievement called “ BizKids.”

Grades 68 Guidance

By the end of the 20072008 school year decrease the amount of D’s and F’s by 10%, and identify each grade level’s AtRisk population.

Grades 68 Math

By the Spring of 2011, there will be an increase of 815% to the proficient and advanced categories on the WKCE Geometry subtest for each grade 6, 7, and 8.

Appendix B

Grades 68 Music

At least 75% of students will attain a 3.5 gpa in the 8 th grade General Music course.

Grades 68 Social Studies

The April, 2011 8th Grade WKCE scores will reflect an annual increase of 23% in the advanced category of Social Studies.

Grades 612 Technology and Engineering

Incoming 9 th grade class of 2011 will have 90% proficiency in basic customary and metric linear measurement. * Proficiency in basic measurement as shown by accuracy metric and customary scales

Grades 812 Foreign Language

90% of students will achieve a C average or better (70% or better) on the four common assessments by June of 2009.

Grades 912 Math

1. By the end of the 200708 school year, 100% of students in Adv. Algebra, FST, Trig, Stats, and Calculus will be utilizing a graphing calculator on a regular basis. 2. Over the next two school years (0708 and 0809), the algebra failure rate will be cut in half

Grades 912 English

1. The percentage of sophomores who are proficient or advanced in reading, as measured by the WKCE, will increase by 50% in the year 2009. 2. All students will pass each touchstone in each class

Grades 912 Guidance

Increase in the percentage of passing grades with our "AtRisk" population.

Grades 68 Science

SMART GOAL: By the end of the 20102011 school year, 8th grade WKCE scores exceeding expectations for standard C, science inquiry, will increase by 35 percent.

Grades 912 Science

By August of 2011, our students' ACT average score will improve by .4%

Grades 912 Social Studies

By 2010, 10 th grade WKCE scores will reflect an increase of 2% in the exceeds category and a decrease of 2% in the basic category.

Grades 912 Music

By the end of the AP Music Theory course, 100% of the students will pass the course.

Grades 512 Instrumental Music

By the end of the 20102011 school year, 75% of instrumental music students will socre at the "meets" or "exceeds" level on the rhythmic skills assessment.

Grades 912 FACE

By the end of 20082009 students will increase their knowledge of vocabulary within the Food Concepts class by 90%

Grades 912 Guidance

By the end of the school year, there will be a 10 % increase in passing grades among the high school’s “AtRisk” population.

Administrative Assistants – Elementary

By the end of the 200708 school year all visitors, volunteers, including visiting district staff will check in at the school offices, wear a badge and check out when they leave.

Appendix B

Food Service 1. By June 30, 2008, 95% of the alacarte beverages and snacks sold at the High School and Middle School will follow the guidelines of the “Alliance for a Healthier Generation.” 2. For the 200708 school year, the DPI Child Nutrition Program Report will reflect an increase in participation rates of 2% or greater for student meals served.

Maintenance 1. The district will reduce electrical use by 5% for the 200708 school year.

2. The district will reduce workman's compensation claims by 10% for the 200708 school year.

GHS Administrative Assistants

1. 100% of the GHS Student Information/Emergency Form updates will be entered into Skyward. 2. Each administrative assistant will document written procedures for 100% of their job responsibilities.

District Office Administrative Assistants

1. Respond to all phone calls, messages, etc. from district employees, district community, and other outside inquiries within 24 hours. 2. By the end of the 2010 2011 school year there will be a consistent, standardized format for all district forms, which will be held in a central location.

Elementary Administrative Assistants

By the end of the 200708 school year all visitors, volunteers, including visiting district staff will check in at the school offices, wear a badge and check out when they leave

Appendix B

Timeline for Information Technology Literacy Plan development

June 5, 2007 Teacher focus group

October 8, 2007 Stephens Group planning meeting

October 31, 2007 Technology Workgroup – Developed Plan

December 21, 2007 Stephens Group planning meeting

January 14, 2008 Presentation to school board regarding progress of current plan

March 11, 2008 Focus group meetings

April 10, 2008 Focus group meetings

April 21, 2008 Focus group meetings

May 12, 2008 Presentation of draft plan to school board

Appendix C

Project vs. Another Project (same leader)

Project: Grafton School District 2007Survey Dates: Feb 10 2003 through Jun 10 2007

Condition: Forward-Thinking, Shared Vision

Grafton School District 2007: Mean = 2.73 Variation = 0.54Grafton, WI School District 2003: Mean = 2.33 Variation = 0.37

Indicator: Digital-Age Vision for Learners


Indicator: Sound Base in Research and Best Practices


Indicator: Community Linkages


enGauge Online Assessment Profile: ConfidentialPage 1

Copyright © Learning Point Associates. All Rights Reserved.

Appendix D

Indicator: Stakeholder Commitment


Indicator: Communication


Condition: Effective Teaching and Learning Practice


Indicator: Learning Environment


Indicator: Alignment To the Vision



Appendix D


Indicator: Relevance


Indicator: Range of Use


Indicator: Sound Base in Research and Best Practices

Grafton School District 2007: Mean = 3.67 Variation = 0.01Grafton, WI School District 2003: Mean = 2.78 Variation = 0

Condition: Educator Proficiency



Appendix D


Indicator: Cultivation of Digital-Age Skills and Processes


Indicator: Planning and Design

Grafton School District 2007: Mean = 2.88 Variation = 0Grafton, WI School District 2003: Mean = 2.93 Variation = 0

Indicator: Implementing Technology-Supported Learning


Indicator: Assessment Literacy



Appendix D


Indicator: Professional Practice and Productivity


Indicator: Social, Ethical, and Legal Issues


Condition: Digital-Age Equity


Indicator: Digital Equity: Socioeconomic



Appendix D


Indicator: Digital Equity: Gender

Grafton School District 2007: Mean = 3.85 Variation = 0.51Grafton, WI School District 2003: Mean = 4 Variation = 0.62

Indicator: Digital Equity: Race


Indicator: Digital Equity: Special Needs


Indicator: Digital Equity: Systemwide



Appendix D


Condition: Robust Access Anywhere, Anytime


Indicator: Technology Resources


Indicator: Connectivity


Indicator: Technical Support



Appendix D


Indicator: Technology-Ready Facilities


Indicator: Virtual Learning Opportunities


Indicator: Administrative Processes and Operations

Grafton School District 2007: Mean = 4.48 Variation = 0.52Grafton, WI School District 2003: Mean = 4 Variation = 0.24

Condition: Systems and Leadership



Appendix D


Indicator: Systems Thinking and Process Reengineering


Indicator: Digital-Age Standards and Assessments


Indicator: Culture of Learning and Innovation


Indicator: Community Connections



Appendix D


Indicator: Administrator Proficiency


Indicator: Professional Development


Indicator: Data-Driven Decision Making and Accountability


Indicator: Comprehensive, Prioritized Funding



Appendix D


enGauge Framework and Online Assessment © 2007 Learning Point Associates.



Appendix D

Grafton School District Developed 1 Information & Technology Plan for June 2008‑ June 2011 October 24th, 2007

Part 1: Goals & Strategies for Using Telecommunications and Information Technology to Improve Education or Library Services

Goal: To use information and technology resources to support efforts to continually improve student achievement

Strategies: • The areas of communication arts and math each student will demonstrate

continuous improvement based on district and/or state assessments. • increase levels of communication, cooperation and collaboration via periodic

feedback from stakeholders

Actions: • Improve parent, staff and student access to information resources and learning

tools to improve student achievement • Develop strong learning communities based on increased levels of

communication, cooperation and collaboration • Include information and technology benchmarks in the curriculum mapping

process • Continue to support staff as they work on the curriculum mapping process • Move to a standards based reporting system

1 The plan is developed. However, focus groups will be reviewing the plan and may further develop or make revisions to the plan prior to sending it to the board for approval and DPI for certification in the Spring of 2008

Appendix E

Part 2: Professional Development Strategy to Ensure that Staff Know How to Use These New Technologies to Improve Education or Library Services

Information Technology Literacy Goal: The level of quality staff performance will continually improve

Strategies:

• The technology staff will continue to provide ongoing information and technology professional development opportnities

Actions: • Staff will annually take a locally developed needs assessment survey to help determine professional development needs

Part 3: Assessment of the Telecommunication Services, Hardware, Software, and Other Services that will be Needed to Improve Education or Library Services

Goal: To provide information and technology resources to improve teaching and learning

Strategies:

Actions: • In February 2008, department and grade level teams will revisit their SMART Goals and review relevant educational research to identify resources needed to support the teaching and learning process.

• This information will be used to help stakeholders in the development of a three year information technology plan.

Appendix E

Part 4: Budget Summary

The following budget shows the financial resources the district anticipates it will need annually from a variety of funding sources to achieve its information and technology goals.

E‑Rate ITBudget

Commo n School Fund

Title IID

Online Subscriptions and library media collections

$65,000

Follett Library Automation System $2,300 Professional Development $1,795 Educational Software $13,000 Educational Hardware $65,000 Programs & Fees $2,000

Gee Whiz (SPAM Filter) $2,500 GWArchive $3,000 Symantec Antivirus $12,000 Skyward (Student, Finance)

$29,975

Microsoft School Agreement

$10,500

Novell SLA $5,300 Wisnet $6,935 DOA T1 Line $3,000

Infrastructure & System Fees

Infrastructure/System Maintenance

$3,000

Travel $1,000 Other Supply‑Consumables (Printer Cartridges)

$19,000

Total $9,935 $168,575 $65,000 $1,795

The district anticipates receiving $9,935 from E‑Rate to meet its telecommunication goals each year. The remaining budget will be made up of title funds, common school fund and district funds.

ERate funds are used to help support Local and Long Distance Phone Service, phone system services, cell phones, firewall software and Internet access.

Telephone services are crucial to meeting internal and external communication needs of the district. The Internet provides student resources and supports research/information needs of students and staff.

Appendix E

Part 5: Monitoring and Revision Strategies

The following details the tools and processes used in the monitoring and evaluation of the plan:

• The district will do a yearly professional competency assessment to help drive the professional development program.

• Library Media Specialists will do a collection analysis to monitor the status of their collections in terms of curricular needs.

• The results of an annual assessment of district hardware and infrastructure needs will be presented to the District Technology Committee.

• District test results in math and communication arts will also be monitored on a yearly basis.

The district will take the enGauge assessment to measure growth as a result of plan implementation and the AASL Library Media Program Assessment in the 20062007 School Year. The data from these assessment tools will also assist with the planning process for the next information technology plan.

Appendix E

School District of Grafton Technology Survey

Comparison 20072008 School Year with 20062007 School Year

Survey Link http://www5.grafton.k12.wi.us/survey/techplan7.htm

200607 Data 200708 Data 2. I have used presentation software to teach or demonstrate with students, staff, or parents using programs such as PowerPoint, Excel or Word. # % # % % Change (+/)

Yes 127 65% 131 74% 9.0% No 67 35% 45 26% 9.0%

3. I have added a graphic (photo/clip art) to a computer file document.

Yes 164 85% 150 85% 0.7% No 30 15% 26 15% 0.7%

4. I have created folders in my home directory. Yes 159 82% 148 84% 2.1% No 35 18% 28 16% 2.1%

5. I edit a school (classroom or office) web page. Yes 55 28% 66 38% 9.1% No 133 69% 107 61% 7.8%

No Response 6 3% 3 2% 1.4% 5c. I have created an Adobe PDF or FlashPaper file for

posting on my website. Yes 35 18% 40 23% 4.7% No 25 13% 28 16% 3.0%

6. I know how to check my email from the Grafton School District web page.

Yes 179 92% 167 95% 2.6% No 15 8% 9 5% 2.6%

7. I have created a group or a new address book within the GroupWise address book.

Yes 104 54% 99 56% 2.6% No 90 46% 77 44% 2.6%

8. I have sent a document attachment as an email FROM the building Xerox copier.

Yes 43 22% 70 40% 17.6% No 151 78% 106 60% 17.6%

9. My department/grade level has posted Units, Lessons, and Resources in Eclipse.

Yes 115 59% 105 60% 0.4% No 45 23% 24 14% 9.6%

No Response 34 18% 47 27% 9.2% 10. I have posted Units, Lessons, and Resources in Eclipse.

Yes 67 35% 87 49% 14.9% No 91 47% 43 24% 22.5%

No Response 36 19% 46 26% 7.6% 11. I have attached files to a Lesson, Assessment or Resources in Eclipse.

Yes 33 17% 49 28% 10.8% No 125 64% 81 46% 18.4%

No Response 36 19% 46 26% 7.6% 12. I have used the courses search or report features in Eclipse.

Yes 26 13% 52 30% 16.1% No 128 66% 78 44% 21.7%

No Response 40 21% 46 26% 5.5% 13. I have used more than two search engines or reference sites to find information for teaching. # Percent # Percent

Yes 117 60% 98 56% 4.6% No 34 18% 31 18% 0.1%

No Response 43 22% 47 27% 4.5%

Appendix F

School District of Grafton Technology Survey

Comparison 20072008 School Year with 20062007 School Year


13a. What are the Internet Addresses for the search engine sites you use?

see attached list

14. I have used an online resource from our school LMCs to access information. (Worldbook Online, EBSCO Host, AP PHOTO DATABASE, BADGERLINK)

Yes 80 41% 71 40% 0.9% No 77 40% 62 35% 4.5%

No Response 37 19% 43 24% 5.4% 15. I have logged into the District IT Support Site to request help or have looked throught he FAQ site for selfhelp with technology issues.

Yes 124 64% 116 66% 2.0% No 70 36% 60 34% 2.0%

16. List new educational technology tasks/skills that you have learned in the past two years.

see attached lists 17. List at least three content specific technology tasks that you would like to learn in the next year.

see attached list 18. Copyright and Fair Use question 1

(Correct answer is True) TRUE 97 50% 91 52% 1.7% FALSE 84 43% 74 42% 1.3%

No Response 13 7% 11 6% 0.5% 19. Copyright and Fair Use question 2

TRUE 69 36% 67 38% 2.5% (Correct answer is False) FALSE 112 58% 98 56% 2.1%

No Response 13 7% 11 6% 0.5%

20. Copy and Paste exercise text Correct 132 68% 127 72% 4.1% Didn't Complete 36 19% 27 15% 3.2%

Copy and Paste Issues 4 2% 0 0% 2.1% Trouble Locating Drive or Folder 3 2% 8 5% 3.0% Copied from incorrect document 2 1% 2 1% 0.1%

No time 2 1% 2 1% 0.1% Copied incorrect information 1 1% 0 0% 0.5%

No Response 14 7% 10 6% 1.5%

21. Copy and Paste exercise URL Correct 126 65% 133 76% 10.6% Didn't Complete 38 20% 28 16% 3.7% Incorrect URL 12 6% 5 3% 3.3% No Response 18 9% 10 6% 3.6%

Appendix F

School District of Grafton Technology Survey 20072008 School Year


EDUCATIONAL TECHNOLOGY TASKS TO LEARN Improved knowledge of features/capabilities of programs: Powerpoint General use 15

Inserting music and digital video clips 5

Publisher General use 5 Inserting pictures 1

Microsoft Word General use 4 Equation Editor 1 Mail merge 1 Text wrapping 1

Excel General use 10 Charts/graphs 3

Access General use 1 Microsoft Office General use 1

Office 2007 1 Microsoft Vista General use 1 Eclipse General use 6

Reports 1 Summit 1 Warehouse 1

Groupwise General use 3 Creating groups 1 Inserting links 1 Sending attachments 2

Skyward General use 6 Email group of parents/students 2 Data mining 1 Discipline 1 Forms/reports 1 Gradebook 1

Web publishing Contribute Creation/design 16

Advanced web authoring 3 Adding links 2 Management 2 Online tests and quizzes for students 1 Posting homework /assignments /review material 2 Posting pictures (webalbum) 2 Use of frames 1

Hardware Digital camera and scanner 3 Graphing Calculator Use 2 Media projector 3 SMART Boards 17

Online Course Management Moodle 12

Appendix F



Internet Using LMC online resources 1 Accessing educational websites 2 Audacity.com 2 Gmail 1

Using new or existing software Boardmaker 6 Calculus in Motion 1 CoWriter 6 FitnessGram 3 Finale 2003 1 Follet Circ. Plus 1 Glencoe text 1 Google Earth 1 Inspiration/Kidspiration 2 Inventor for AutoCAD 1 Illustrator 2 Kurzweil 3000 4 Math Facts in a Flash 1

Music Theory Educational Software 1 Photoshop 6 Read Naturally 1 Sketchpad software 1 Snagit 1 Special Education: Spelling and Grammar software 1

Instruction Create an online chat room/blog for students 2 Creating reading comprehension skills chart 1 Make WebQuests with students use blogs or wikis 1 Easily finding appropriate Web Sites for students to use for research and report writing 1 General use of technology in the classroom 3 Math programs for students 2

Management/OrganizationCreating folders 4 Organizing files and directories 2

Copier

Coordinating computer/copier/email 3 Photos/Graphics/Video

Creating podcasts 3 Creating video 2

Appendix F



Rendering video to different formats 1 Streaming video 1

Other Filling out and sending IEP info. per forms on the district teacher resource page 1 How to better manage a Suse Linux box 1 Keyboard shortcuts 1 Learn to regrind welding tongs 1 Learn to set resistance on welding units 1 Try to fix thermoformer 1 Programming the school bell system 1 More assistive technology information 1

Appendix F

SCHOOL DISTRICT OF GRAFTON Board of Education Policy

522.2 STAFF USE OF INTERNET/ELECTRONIC MEDIA

Electronic information resources are emerging as powerful educational tools and the School District of Grafton is committed to utilizing these technology tools. While software, hardware and communications media change, it has been and will continue to be the responsibility of each person to use these resources in a productive and positive manner. Community, business or governmental agencies have provided for the acquisition of technology equipment for the District. The Grafton community expects this equipment to be used in a manner to promote educational excellence. This policy seeks to support that goal. ACCEPTABLE USE Users are defined as all employees, including teachers, administrators, and support staff, as well as volunteer or temporary parent/community users. Use of District computers, computer networks and Internet access is intended for instructional and educational and professional purposes.

• Instructional use of school technology resources must be in support of, and consistent with, the educational objectives of the District.

• Staff members’ educational professional activities can be understood broadly as including education, self-training, educational professional organizations and discussion on a wide range of subjects, not just those immediately necessary for a person’s job or courses.

• Use of school technology resources for commercial purposes is strictly prohibited. DISTRICT OWNERSHIP The District wishes to create and promote an atmosphere of professional growth and creativity by its entire staff. Endeavors by individual employees that enhance the educational climate of the learning community are in the best interest of both employees and the District as a whole. With this in mind:

• All files or materials residing on District equipment by means of their creation under the scope of employment or storage on said equipment are the property of the District.

• Users are allowed limited use of disk space on workstations, file and e-mail servers, to be determined by the District Information Technology Department.

• User files and messages may be deleted from storage locations at the end of the school year. If such deletion is necessary, the Information Technology Department shall give advanced notice of this action and provide directions for staff who choose individually to back up their files.

Appendix G

PRIVACY AND DISTRICT LIMITATIONS OF LIABILITY

• The District makes no warranties of any kind, whether expressed or implied, for the computer network services it is providing.

• The District specifically denies any responsibility for the accuracy or quality of information obtained though its services, including the Internet.

• Users shall have no expectations of privacy when using District computers. • The District will not be responsible for any damages a user may suffer, including but not

limited to, loss of data or interruptions of service. The District reserves the right to, and will, monitor use of the network, including Internet and e-mail messages for technical/data integrity and to maintain the stability of the network. Such monitoring will be the responsibility of the District Information Technology Department. In the event that the District Information Technology Department discovers evidence of activity that may constitute a violation of this policy, the user, and if necessary, the local administrator or supervisor shall be notified. Policy or rule violations may result in restriction of access to District information technology and communication resources, appropriate disciplinary action and up to and including written reprimand, suspension without pay and possible discharge, and/or legal action, if warranted. Such actions shall be consistent with other Board policies and state and federal laws. Legal Ref.: Sections 118.125 Wisconsin Statutes 120.12(1) 943.70 947.0125 Chapter 19, Subchapters II and IV Family Educational Rights and Privacy Act Federal Copyright Law [17 U.S.C.] Technology Education and Copyright Harmonization Act (TEACH Act) Children’s Internet Protection Act Cross Ref.: 522.2 Rule, Guidelines for Staff Use of Technology 110, Educational Philosophy/Mission 310, Educational Goals 347 Rule, Procedures for Handling the Maintenance and Confidentiality of Student Records 363.2, Internet Safety and Acceptable Use 411, Equal Educational Opportunities 411.1, Student Harassment/Intimidation 511, Equal Employment Opportunities 512, Employee Harassment/Intimidation 771.1, Use of Copyrighted Materials 823, Access to Public Records Approved: March 10, 2008

Appendix G


522.2 Rule GUIDELINES FOR STAFF USE OF TECHNOLOGY

NETWORK SECURITY Files are secured on the network with usernames and passwords. A. The security of personal information and stability of the network depends on the secrecy of user passwords. 1. Users are assigned and are expected to use login usernames and passwords to the network. 2. No one shall share a password for a school computer, network account or electronic resource with any person, nor obtain any other person’s password by unauthorized means whatsoever. 3. Passwords are not to be written and stored in easy to find locations. B. Users are encouraged not to be silent about computer security issues. A user should notify the District Information Technology Department if he/she observes a security breach, notices suspicious network activity, or has a security question. This would include, but not be limited to the following: 1. A student logging into a computer with a teacher or staff username. 2. User or system files moving or disappearing for unexplained reasons. 3. Sensitive or private files that are visible to students or stored in insecure locations. 4. Students discussing security problems. 5. Other security issues that the user is notified of by the District Information Technology Department. C. The District currently uses anti-virus software that protects all workstations. The anti-virus software disinfects files and messages and notifies the user that the disinfection/deletion process is complete. 1. A user should notify the District Information Technology Department if files are reported to not be disinfected or deleted by the anti-virus software.

Appendix G

2. Users should consult the District Information Technology Department if they have a concern or question regarding a virus warning e-mail they receive from a friend, associate or an anonymous user. Generally these messages are a hoax, prank or scam, and should be ignored and deleted. USE OF WORKSTATIONS

1. Students are not allowed to use teacher workstations for individual student work. Students may use a teacher workstation for classroom presentations or class instructional activities. 2. Users shall not alter/customize workstations in a manner, as determined by the District Information Technology Department, that will interfere with the performance or stability of workstations, District software, servers or the network. 3. Users shall get permission from the District Information Technology Department prior to installing software. 4. Users shall not make unauthorized copies of software residing on District computers and install or use pirated software on District computers. 5. Users are required to logout or secure their workstations when they leave their computer. 6. Food or drink is not allowed near the school lab workstations. 7. Users shall not waste limited resources such as disk space, printer paper, or printer toner.

INTERNET USE GUIDELINES 1. The use of the Internet is for educational purposes. 2. Teachers must provide reasonable supervision of students using the Internet. Student Internet use shall be consistent with the student acceptable use policy. 3. Users shall not use the network system, including the Internet, to create, view, send, receive, store, display or print text or graphics which may reasonably be construed as offensive, disruptive, or harmful materials. Offensive, disruptive or harmful messages and files include, but are not limited to: a. any messages or files which contain pornographic images, sexual implications, racial slurs, gender specific comments; b. other comments that offensively address someone’s age, sexual orientation, religion, national origin, disability or other protected status;

Appendix G

c. any comment which in any way defames another person; or any comment intended to frighten, intimidate, threaten, abuse, annoy, or harass another person. 4. Transmitting any material in violation of any federal or state law or regulation or Board policy, is prohibited. 5. Users shall take full responsibility for messages that they transmit through the District’s computers and network facilities. 6. All users will appropriately credit Internet/electronic sources as they would with the use of any copyrighted material. This includes, but is not limited to text, images, sounds and movies/animation that have an active copyright. 7. All information accessible via the Internet should be assumed to be private property and subject to copyright protection. 8. Internet content is monitored with the use of a content filter. This limits access to Internet sites that may not be in compliance with District policies, may be harmful to minors, include visual depictions that are obscene or child pornography, or are of little or no educational value. 9. The District encourages the posting of information to the District Web site. The content of classroom or instructional Web pages and their related links must be relevant to the course or consistent with the District’s mission. CONSEQUENCES AND ENFORCEMENT OF THE ACCEPTABLE USE POLICY (AUP) The District reserves the right to, and will, monitor use of the network, including Internet and e-mail messages for data integrity and to maintain the stability of the network. In the event that the District Information Technology Department discovers any violations of this Acceptable Use Policy (AUP), the user would be notified and if necessary, notification to the local administrator or supervisor would take place. Violations of these policies incur the same types of disciplinary measures as violations of other District policies or state or federal laws. The Acceptable Use Policy (AUP) and all its provisions are subordinate to all District policies, local, state, and federal statutes. Approved: March 10, 2008

Appendix G

SELECTION AND RECONSIDERATION OF MEDIA CENTER AND OTHER INSTRUCTIONAL MATERIALS

The Board of Education policy is to provide a wide range of instructional materials selected to implement, enrich and support the educational program for the student. Materials must serve both the breadth of the curriculum and the needs and interests of individual students. It is the obligation of the district to provide for a broad scope of abilities and to respect the diversity of many differing points of view. To this end, principles must be placed above personal opinion and reason above prejudice in the selection of materials of the highest quality and appropriateness.

The district policy allows for a review of allegedly inappropriate media center and other instructional materials through the established procedures. Furthermore, the district endorses the American Library Association Bill of Rights for school media center programs. Media center materials, both print and nonprint and other instructional materials will be selected in accordance with the philosophy of this document.

SELECTION CRITERIA

The district will comply with the Department of Public Instruction Administrative rule for Wisconsin Statute 121.02(H) which in part states: “All students shall be provided access to a current and balanced collection of books, basic reference materials, texts, periodicals and audio visual material which depict an accurate and unbiased way to cultural diversity and pluralistic nature of American society”. The selection of learning resources on controversial issues will be directed toward maintaining a balanced collection representing various views. Learning resources shall clarify historical and contemporary forces by presenting and analyzing intergroup tension and conflict objectively, placing emphasis on recognizing and understanding social and economic problems.

Staff members involved in the selection process of media center and other instructional materials shall use the following criteria:

Print and nonprint materials shall:

1. Support and be consistent with the general educational goals of the district 2. Support and be consistent with the objectives of specific courses 3. Be relevant to the present 4. Have aesthetic, literary or social value 5. Be age and grade level appropriate regarding student emotionalsocial development

and ability level 6. Be developed by competent and qualified authors and publishers 7. Foster respect and understanding of the contributions made to our civilization by

minority and ethnic groups 8. Represent our pluralistic society 9. Provide stimulus to creativity 10. Represent differing viewpoints on controversial subjects with the goal of providing

balance

Appendix H

11. Have a physical format and appearance suitable for their intended use 12. Have acceptable technical quality

Other factors that may be considered when applicable are:

1. Contribution the subject matter makes to the curriculum and interests of the students. 2. Positive reviews found in standard selection sources. 3. Positive recommendations based on preview and examination of materials by

professional personnel. 4. Reputation and significance of the author, producer and publisher. 5. Validity and appropriateness of material. 6. Degree of potential user appeal. 7. Artistic quality and/or literary style. 8. Quality and variety of format. 9. Value commensurate with cost and/or need.

CONTROVERSIAL MATERIALS

The Board of Education adopts in principal the statements of policy on library philosophy as expressed in the American Library Association LIBRARY BILL OF RIGHTS, a copy of which is appended to and made part of this policy.

SELECTION PROCEDURE

In selecting learning materials professional personnel will evaluate available resources and curriculum needs. The actual material will be examined whenever possible. Recommendations for purchase involve administrators, teachers, students, district personnel and community persons as appropriate. Gift materials shall be judged by the criteria identified within the district gifts/donation policy. Selection is an ongoing process which should include the removal of materials no longer appropriate and the replacement of lost and worn materials still of educational value. All materials withdrawn from use will be considered valueless and removed from the school.

Criteria for removal of materials may include: 1. Materials having inaccurate or outdated information. 2. Materials depicting negative role stereotypes. 3. Materials no longer useful for curricular support or leisure reading. 4. Materials not circulated for a number of years. 5. Materials in poor physical condition.

Requests, suggestions and reactions for the purchase of instructional materials shall be obtained from the professional staff and when appropriate from the students. Reviews of proposed acquisitions will be sought in the literature of reputable professional organizations and other viewing sources recognized for their objectivity. Materials will be examined by professional staff to the extent necessary or practicable to apply selection criteria. Preview copies will be available for onsite examination by the public upon written request to the district Curriculum Director. Textbooks will be recommended by adoption to the Board of Education after review by a representative committee of teacher,

Appendix H

principals, curriculum specialist and the Curriculum Director who have professional expertise in objective evaluation of materials. Building media center materials selection will be coordinated by the building media specialists and the principal.

RECONSIDERATION PROCEDURES

Media center materials considered by some as objectionable may be considered by others as having sound educational value or worth. Any concerned district resident or employee of the district may request reconsideration of media center and other instructional materials. However, the challenged material will not be removed from circulation while the district reconsideration procedures are in effect.

Procedures:

1. All complaints received by the professional staff shall be reported to the building principal.

2. The principal shall contact the complainant to attempt to resolve the complaint informally by reviewing district policy regarding the selection of media center and other instructional materials.

3. If the complaint is not resolved informally, the complainant shall be supplied with the information consisting of the district instructional goals, materials selection policy statement and the reconsideration procedure for objections. The complainant will also receive a reconsideration request form that shall be completed and returned before consideration will be given to the complaint.

4. A formal request for reconsideration shall be received by the principal within two weeks from the initial contact with the complainant, otherwise the complaint shall be considered closed. The principal shall notify the Superintendent of the complaint. The Superintendent will then notify the Board of Education.

5. In accordance with the procedures any questioned materials shall not be withdrawn from circulation or use pending a final decision. During the reconsideration process, however, if required, questioned materials can be withdrawn for the child (or children) of the parents making the complaint.

6. Upon receipt of a completed reconsideration form the affected building principal will convene a committee of seven to consider the complaint. This committee shall consist of the curriculum direction, the appropriate K8 or 912 library media center director, the principal, a teacher, two Board of Education members, and a school district resident. The committee reserves the right to use outside expertise if necessary in the decision making process.

7. The committee shall meet to discuss the material in terms of district policy and selection criteria. The committee shall prepare a report on the material containing their recommendations and disposition of the complaint. A written committee decision shall be presented within 14 days to the principal.

8. The principal shall notify the complainant of the committee decision and send a formal report to the Superintendent and Board of Education. In answering the complaint, the principal shall explain the written committee decision and review the district selection and reconsideration policy. If the complaint is deemed valid by the review committee, the principal will make recommended changes.

Appendix H

9. An appeal of the review committee decision may be made to the Superintendent who will notify the Board of Education of the complaint within two weeks. The Board of Education shall make a final determination of the complaint at either of the next two regularly scheduled Board of Education meetings. The Board of Education may seek assistance from outside organizations such as the American Library Association, the Association for Supervision and Curriculum Development or the Wisconsin Association of School Boards.

Revised 9/9/2004

Approved: September 2004

Appendix H

SCHOOL DISTRICT OF GRAFTON

REQUEST FOR RECONSIDERATION OF MEDIA CENTER AND OTHER INSTRUCTIONAL MATERIALS

COMPLAINT REPRESENTS: ____ Self ____ (Name/Organization) _____________________________________________________________________ ____ (Identify other Group) __________________________________________________

1. What material is objectionable? Please specify: cite pages/examples: _____________________________________________________________________________ ______________________________________________________________________________

2. What could result by reading/using this material? ______________________________________________________________________________

______________________________________________________________________________ 3. What age group would you recommend this material?

______________________________________________________________________________

______________________________________________________________________________ 4. Is there anything positive about this material?

______________________________________________________________________________

______________________________________________________________________________ 5. Did you read/review all the material? __________ What parts?

______________________________________________________________________________

______________________________________________________________________________ 6. Do you know the professional or literary review of the material?

______________________________________________________________________________

______________________________________________________________________________ 7. What do you maintain is the central theme of this material?

______________________________________________________________________________

_____________________________________________________________________________ 8. What do you recommend the school district do about this material? ____ Do not assign it to my

child _____ Withdraw it from all students as well as from my child. _____ Refer to district for reevaluation _____ Other: Describe

______________________________________________________________________________

___________________________________________/_________ Signature of Complainant / Date

Return completed form to the school principal within two weeks. This document is based on the form in “The Student’s Right to Read” published by the National Council of Teachers of English.

PLEASE CHECK TYPE OF MATERIAL: _____ Book _____ Pamphlet_____ Record _____ Kit _____ Magazine _____ Cassette _____ Textbook _____ Other (Specify) Author______________________________________ Title ______________________________________ Publisher (if known) ___________________________ Request initiated by ___________________________ Telephone ___________________ Address ____________________________________________________ SCHOOL: ____ Grafton Elementary ____ Kennedy Elementary

____ Woodview Elementary ____ John Long Middle ____ Grafton High School

Appendix H

Approved by Grafton School Board, August 2004

INTERLIBRARY LOAN MEDIA CENTER

The School District of Grafton supports the principle of resource sharing and cooperation with other libraries to avoid duplication of expensive items. Materials not housed in our library media centers can be obtained from other libraries for student and staff use. Individuals borrowing through the school library system must be enrolled or employed by the school district. At the same time, our materials are available for use upon request by other libraries.

The School District of Grafton, through the library media centers, provides interlibrary loan services to the school community as an Eastern Shores Library System. This is accomplished through the building Library Media Specialist during the school year. Information about Eastern Shores Library system is available at http://www.esls.lib.wi.us/index/html. This site includes access to the statewide database, WISCAT.

Any type of material may be requested on loan from the School District of Grafton library media centers. The lending library media center has the privilege of deciding in each case whether a particular item is available for loan.

The school library media centers ordinarily will not loan the following:

• Library resources in current and recurring demand which have extensive hold and waiting lists at the requested library media center.

• Reference materials, equipment, and licensed computer software. • Materials on reserve for group or class use.

Borrowers shall:

• Make every effort to exhaust their own resources before requesting from another library.

• Make every effort to return materials promptly. • Return borrowed items by specified due date.

All students and staff members are personally responsible for all materials borrowed to them and must reimburse the loaning library for any lost or damaged items.

Appendix I


Copyright Guidelines For The School District of Grafton

This document is designed as a reference source for The School District of Grafton staff and students. The copyright guidelines are not comprehensive and do not absolve the staff and students from complying with all aspects of copyright law. This should not be considered legal advice.

What is copyright?

Copyright is a form of protection grounded in the U.S. Constitution and granted by the Copyright Act of 1976, the Digital Millennium Act, and the TEACH Act of 2001, for original works of authorship fixed in a tangible medium of expression.

What does copyright protect?

Copyright covers both published and unpublished works:

1. Literary works; 2. Musical works, including any accompanying words 3. Dramatic works, including any accompanying music 4. Pantomimes and choreographic works 5. Pictorial, graphic, and sculptural works 6. Motion pictures and other audiovisual works 7. Sound recordings 8. Architectural works

These categories should be viewed broadly. For example, computer programs and most "compilations" may be registered as "literary works"; maps and architectural plans may be registered as "pictorial, graphic, and sculptural works."

Appendix J


FAIR USE

Section 107 of the federal Copyright Act of 1976 contains a list of the various purposes for which the reproduction of a particular work may be considered “fair,” such as criticism, comment, news reporting, teaching, scholarship, and research.

The Copyright Act also sets out four factors to be considered together when determining whether or not there has been a copyright infringement:

1. The purpose and character of the use, including whether such use is of commercial nature or is for nonprofit educational purposes.

2. The nature of the copyrighted work (for example, was the original work intended to be consumable?)

3. Amount and substantiality of the portion used; how much of the entire work is being copied? Also, how many copies are being made?

4. The effect of the use upon the potential market for or value of the copyrighted work.

The distinction between “fair use” and infringement may be unclear and not easily defined. Acknowledging the source of the copyrighted material does not substitute for obtaining permission.

Copyright protection and fair use applies to all media. For media without specific guidelines, or media not listed in this policy, perform a fairuse analysis using the four tests of fair use.

Appendix J


PRINT

According to the concept of "Fair Use" as outlined above, a single copy of any of the following may be made by or at the individual request of a staff member for research or use in teaching:

• A chapter from a book • An article from a periodical or newspaper • A short story, short essay, or short poem whether or not from a collective work • A chart, graph, diagram, drawing cartoon or picture from a book, periodical, or

newspaper.

Multiple copies (not to exceed more than one copy per student) may be made by or at the request of an individual staff member for classroom use provided that:

• Copying meets the tests of "brevity and spontaneity" • Time does not allow for purchasing the material • The material is used only once • The copyright notice is printed on each copy of the material

The following shall be prohibited:

• Copying of or from works intended to be "consumable" (workbooks, exercises, standardized tests, answer sheets, other consumable materials)

• Copying to create or replace anthologies • Copying to substitute for the purchase of material • Copying directed by a higher authority • Repeated copying of the same item by the same staff member from term to term • More than nine instances of such multiple copying for one course during one class

term

VIDEO

Rented or purchased "Home Use Only" video recordings may be used in the classroom as part of facetoface instruction only. They may not be used for the purpose of entertainment or reward.

Copies of any of the following video recordings may be made by or at the individual request of a staff member for classroom use:

• "In house" productions • Works that are not copyrighted or works in the public domain • Copies made under "permission to copy" arrangements

The following programs may be copied offair by or at the individual request of a staff member for classroom use:

Appendix J


• Instructional television programs • Broadcast programs provided they are used within 10 school days of the original

broadcast • Programs with specified "permission to copy" arrangements

The following shall be prohibited:

• Copying from premium channels (HBO, The Disney Channel, Showtime, etc.) or nonbroadcast channels (ESPN, MTV, Arts and Entertainment, etc.)

• Duplicating copyrighted video recordings • Copying from one format to another • Copying offair programs for the purpose of entertainment or reward

CDROM

Copying any portion of copyrighted material to be included in a student and/or teacher produced presentation must meet the fair use copyright guidelines.

A copied image may not be altered or modified into something different from the intent of the copyright holder. Example: You purchase a CDROM with pictures that can be used for presentations. You may not use these pictures in a video you are preparing for another use

SOFTWARE

A single copy of a software program may only be loaded on a single machine unless otherwise noted in the documentation that comes with the software.

The number of machines for which the license is purchased must only access network versions of software.

Some software products allow teachers and/or students to take home a "home" version. If teachers or students do this, they must abide by the instructions that accompany the software package and license.

ONLINE DATABASES

Single copies of an article taken from a fulltext periodical database within the conditions of fair use are legal to copy.

Commercial database vendors’ may have specific guidelines. Students and staff must also adhere to theses individual license agreements.

Media Centers may make a single copy if it is to be used for private study or research. If the user later uses the reproduction for purposes in excess of fair use then the user is liable for copyright infringement.

Appendix J


INTERNET

Images, sound files, and video may be downloaded for use in student and or teacher projects but must meet fair use guidelines.

Students or teachers preparing a presentation to use outside of the classroom must obtain permission from the author to use copyrighted material.

Resources from the web may not be reposted onto the Internet without permission.

SCANNERS

Using a computer scanner to convert print material into digital form is a violation of copyright laws unless it meets the fair use copyright guidelines or permission is granted from the author.

DESIGNING WEB PAGES

Under the copyright rules, all media is copyrighted. If there is a statement that the site is public domain or can be copied by teachers, etc. then you have permission to copy. Otherwise, apply the rules of “fair use” and all other copyright laws when you are designing web pages.

MUSIC

For sheet music, these guidelines allow for emergency copying (providing replacement copies are purchased), excerpts of no more than 10% of the whole work, and editing as long as the fundamental character of the work is not distorted or lyrics altered or added.

For sound recordings, a single copy of student performances may be made for evaluation or rehearsal purposes. A single copy of copyrighted music owned by the school or the individual teacher may also be made, as long as it is only used for aural exercises or examinations.

Appendix J

Curricululm Flex Report ( Margaret Kuhn, Linda Steffens, Valerie Stuckens) 4th Grade Library Media (Library Media K5 Workgroup)

September November February April May

Units ∙ Online Catalog (OPAC) ∙ Word Processing ∙ Keyboarding

∙ Simple Visual & Index ∙ Almanacs ∙ Encyclopedias

Content /

Concepts

∙ A library has a system of organization. ∙ The library is organized using the Dewey Decimal System. ∙ The online catalog is useful for locating materials.

∙ Word Processing ∙ MS Word navigation. ∙ Menu bar, tool bar, and task bar. ∙ Courses and classes folder.

∙ Wisconsin state research ∙ Index and table of contents ∙ Multimedia presentation software

∙ Index and table of contents ∙ Currency and arrangement of publication

∙ Guide words, keywords, and main entries ∙ Multivolume set ∙ Location skills ∙ Headings and subheadings

Resources ∙ Follett Online Library Catalog

∙ MS Word Help Sheet ∙ ABC's of Wisconsin by Dori Hillestad Butler ∙ ABC's of Wisconsin Kid Pix and Power Point Directions

∙ World Almanacs for Kids ∙ World Book Encyclopedia Set ∙ World Book Online

Assessments

∙ OPAC Assessment ∙ MS Word Lab Practice #1 ∙ MS Word Quiz #1 ∙ MS Word Application Assessment ∙ MS Word Screen Assessment

∙ ABC's of Wisconsin Worksheet ∙ Grade 4 Visual

∙ World Almanac Game ∙ Look It Up Activity ∙ World Book Online Scavenger Hunt

Learning Targets (Skills)

∙ Search the online catalog using title, author, subject, and keyword fields ∙ Locate specific materials in the library

∙ Use word processing software tools to create, edit and format a document. ∙ Save a document in students' home directory on a network file server. ∙ Locate and use the courses and classes folders.

∙ Using preselected nonfiction and reference resources to gather information about Wisconsin ∙ Access information using the index and table of contents ∙ Use the drawing tool in a drawing program to create a recognizable illustration of subject ∙ Save illustration as a JPEG in student's home directory ∙ Insert saved JPEG into presentation software program and type facts in text boxes

∙ Locate information in the almanac using both index and table of contents

∙ Using guide words, keywords, and main entry headings to locate information ∙ Finding information in a multivolume reference set

State Standards

ITA.4.2.5 Information & Tech. Literacy ITB.4.3.1 Information & Tech. Literacy ITB.4.3.2 Information & Tech. Literacy ITB.4.3.3 Information & Tech. Literacy ITB.4.3.4 Information & Tech. Literacy

ITA.4.2.3 Information & Tech. Literacy ITA.4.2.7 Information & Tech. Literacy ITA.4.2.8 Information & Tech. Literacy ITA.4.3.1 Information & Tech. Literacy ITA.4.3.2 Information & Tech. Literacy ITA.4.3.3 Information & Tech. Literacy ITA.4.3.4 Information & Tech. Literacy ITA.4.3.5 Information & Tech. Literacy

ITA.4.5.1 Information & Tech. Literacy ITA.4.5.2 Information & Tech. Literacy ITA.4.6.1 Information & Tech. Literacy ITB.4.3.1 Information & Tech. Literacy ITB.4.3.2 Information & Tech. Literacy ITB.4.3.6 Information & Tech. Literacy ITB.4.7.5 Information & Tech. Literacy

ITA.4.2.2 Information & Tech. Literacy ITB.4.1.1 Information & Tech. Literacy ITB.4.1.2 Information & Tech. Literacy ITB.4.1.3 Information & Tech. Literacy ITB.4.1.4 Information & Tech. Literacy ITB.4.2.2 Information & Tech. Literacy ITB.4.2.6 Information & Tech. Literacy ITB.4.3.5 Information & Tech. Literacy ITB.4.3.6 Information & Tech. Literacy ITB.4.4.4 Information & Tech. Literacy ITB.4.4.5 Information & Tech. Literacy

ITA.4.2.2 Information & Tech. Literacy ITA.4.2.5 Information & Tech. Literacy ITB.4.1.1 Information & Tech. Literacy ITB.4.1.2 Information & Tech. Literacy ITB.4.1.3 Information & Tech. Literacy ITB.4.1.4 Information & Tech. Literacy ITB.4.2.1 Information & Tech. Literacy ITB.4.2.2 Information & Tech. Literacy ITB.4.2.3 Information & Tech. Literacy ITB.4.2.4 Information & Tech. Literacy ITB.4.3.1 Information & Tech. Literacy ITB.4.3.6 Information & Tech. Literacy

Copyright 20012008 Eclipse Academic Systems, L.L.C.Appendix K

Current as of June 6, 2008 at 13:54:22 (Lynn Slowiak) 8th Grade Library Media

September November December

Units ∙ Internet Searching Strategies ∙ Spreadsheet Final Assessment ∙ Research Basics

∙ Debate

Content /

Concepts

∙ Effective internet searching techniques ∙ Internet Address structure

∙ Construct a simple spreadsheet, enter data table, plotting, and interpret information. ∙ Plot and use different types of charts and graphs from a spreadsheet program. ∙ Data Table and Charting ∙ Taking Notes ∙ Documenting sources ∙ Avoiding plagiarism ∙ Creating a bibliography

∙ Efficient Internet Navigation ∙ Efficient information seeking strategies ∙ Information organization ∙ Information product process ∙ Intellectual property rights

Resources ∙ Computer Lab ∙ Library Search Resources Page ∙ Internet Search Tips

∙ Science Lab ∙ Compter Lab ∙ Excel

∙ Computer Lab ∙ Internet

Assessments ∙ The Google Game ∙ See attached

∙ Graph, that includes a trendline, created using Excel

∙ Debate


∙ Utilize internet searching techniques including phrase searches (quotation marks), domain limiting (Site:___), and negative terms searches ( signs). ∙ Understand URL address structure

∙ Collect data and save data table in spreadsheet. ∙ Create a graph using data table ∙ Extrapolate data using trendline ∙ Find relevant information sources and use these sources to find important details. ∙ Document information about each used source (title, author, publisher, etc.) ∙ Define plagiarism and identify strategies to avoid plagiarism. ∙ Organize sources into correctly formatted, MLAstyle bibliography.

∙ Demonstrate efficient Internet navigation ∙ Develop informationseeking strategies ∙ Record and organize information ∙ Evaluate the information product process ∙ Respect of intellectual property

State Standards

ITA.8.2.4 Information & Technology Literacy ITA.8.4.1 Information & Technology Literacy ITA.8.4.6 Information & Technology Literacy

ITA.8.3.8 Information & Technology Literacy ITA.8.3.9 Information & Technology Literacy

ITA.8.3.6 Information & Technology Literacy ITA.8.4.6 Information & Technology Literacy ITA.8.5.3 Information & Technology Literacy ITA.8.6.1 Information & Technology Literacy ITA.8.6.4 Information & Technology Literacy ITB.8.2.1 Information & Technology Literacy ITB.8.2.2 Information & Technology Literacy ITB.8.4.2 Information & Technology Literacy ITB.8.5.2 Information & Technology Literacy ITB.8.8.3 Information & Technology Literacy ITD.8.3.6 Information & Technology Literacy

Copyright 20012008 Eclipse Academic Systems, L.L.C.

Appendix K

Curricululm Flex Report (Peggy Siemers) 9th Grade Library Skills

September November

Units ∙ Freshman Orientation ∙ Freshman Health ∙ Social Studies

Content /

Concepts

∙ Fiction/Nonfiction booksdefine, show how shelved ∙ Biography define, show how shelved ∙ Boolean searching name terms and what they mean ∙ Citing sources general requirement ∙ WorldCat database

∙ Human diseases: cause, how it is spread, how the body defends itself, states or symptoms, how it is treated and how it can be prevented ∙ World War I topics including but not limited to: the cause, women's role, battles, weapons, American expeditionary forces, Naval power, Air power, trench warfare, propaganda and the arts and notable people.

Resources

∙ SIRS ∙ Follett online catalog ∙ BadgerlinkProquest magazine database ∙ LMC print collection ∙ Powerpoint to introduce Freshman to LMC

∙ World Book Online ∙ SIRS ∙ AP Photo Database ∙ Follett Online Catalog ∙ Health Class Resource ∙ R 616.003 SIC (4v.) SICK! Diseases and disorders, injuries and infections ∙ R 616.003 HUM (4v.) Human diseases and conditions ∙ R 940.3 GRO The Grolier Library of World War I (8v.) ∙ R 940.3 HIS (3v.) History of World War I ∙ R 940.3 PEN UXL World War I (3v.) ∙ FACTS on FILE ∙ ABCClio

Assessments ∙ Complete Badgerlink Magazine Worksheet ∙ Library Media Center Review sheet

∙ Student will print or email retrieved document to the LMS ∙ World War I project worksheet

Essential Questions

∙ How can students use the GHS LMC to locate materials and information? ∙ How are materials in the GHS LMC organized?

∙ How can each of us help to promote health and prevent disease? ∙ How can students use print and nonprint sources available and suggested to them to complete an assignment in American history?


∙ Locate fiction and nonfiction material in the LMC ∙ Locate a biography in the LMC ∙ Construct an online search using Boolean logic ∙ Create a citation page to give credit to creator of the material ∙ Examine latest online resources (WorldCat and Google Find a Book)

∙ Print or email search results from an online source to the instructor ∙ Save a search in the SIRS database and retrieve at a later time. ∙ Access subscription databases from home. ∙ Construction a search in an online database ∙ Navigating a web site . ∙ Construct a search in specified websites using various keywords ∙ Evaluate print reference materials as to their appropriateness for the project

State Standards

ITB.12.3.2 Information & Technology Literacy ITB.12.3.5 Information & Technology Literacy ITB.12.4.1 Information & Technology Literacy ITB.12.4.4 Information & Technology Literacy ITB.12.8.1 Information & Technology Literacy ITD.12.2.1 Information & Technology Literacy

ITA.12.2.4 Information & Technology Literacy ITA.12.3.3 Information & Technology Literacy ITA.12.5.1 Information & Technology Literacy ITB.12.2.5 Information & Technology Literacy ITB.12.3.3 Information & Technology Literacy ITB.12.3.5 Information & Technology Literacy ITB.12.4.1 Information & Technology Literacy ITB.12.4.7 Information & Technology Literacy ITB.12.5.3 Information & Technology Literacy ITB.12.5.6 Information & Technology Literacy ITB.12.6.2 Information & Technology Literacy ITB.12.7.3 Information & Technology Literacy ITD.12.3.2 Information & Technology Literacy ITD.12.3.4 Information & Technology Literacy

Copyright 20012008 Eclipse Academic Systems, L.L.C.

Appendix K

Updated June 2007

CONTENT STANDARDS: MEDIA AND TECHNOLOGY GRAFTON SCHOOL DISTRICT

3 rd 4 th 5 th 7 th 8 th 9 th 10 th

A.4.1 • Identify and define basic

computer terminology (software, hardware, cursor, startup/shutdown, storage medium, file, memory)

X

• Develop touch keyboarding techniques using both hands

X

• Save files on a computer hard drive, storage medium, or server

X

• Scan, crop, and save a graphic using a scanner, digital camera, or other digitizing equipment

X

A.4.2 • Access information using

common electronic reference sources (e.g., indexes, almanacs, online catalogs, encyclopedias)

X

• Incorporate graphics, pictures, and sound into another document

X

A.4.3 • Produce and edit a document

using a word processing program (spell check, centering, underline, double spacing, different size and style of fonts)

X

• Demonstrate the text editing features of a word processing program (e.g., bold face, italics, underline, double spacing, different size and style of fonts) to produce a finished product

X

Appendix K

Updated June 2007


A.4.4 • Log on and view information

from preselected sites on the Internet

X

• Identify and use simple search engines

X

A.4.5 • Use draw, paint or graphics

software to create a simple visual

X

• Plan, create and present a multimedia presentation

X

A.8.1 • Demonstrate touch keyboarding

skills at acceptable speed and accuracy levels (suggested range 3035 wpm)

X

• Organize files on a computer disk, drive, server, or other storage device

X

A.8.3 • Use a graphical organizer

program (e.g. Inspiration) to construct outlines or webs that organize ideas and information

X

• Compose a class report using advanced text formatting and layout styles (e.g., single and double spacing, different size and style of fonts, indents, headers and footers, pagination, bibliography)

X

• Construct a simple spreadsheet, entering data and plotting and using different types of charts and graphs.

X

A.8.4 • Use basic search engines and

directories to locate resources on a specific topic and demonstrate efficient Internet navigation

X

Appendix K

Updated June 2007


A.8.5 • Plan, create, present, and deliver

a presentation using media and technology appropriate to audience, topic, purpose, or content

X

A.12.2 • Demonstrate how to import and

export text, graphic, and sound files

X

A.12.3 • Use an integrated program or

applications suite to complete a class assignment

X

A.12.5 • Plan, create, present, and deliver

a presentation using media and technology to visually communicate ideas or concepts

X

B.4.2 • Identify keywords and phrases

in an information source X

B.4.3 • Use electronic catalog to access

materials in the LMC X

• Use an encyclopedia, dictionary, almanac, and atlas in print or electronic formats

X

• Use the index or table of contents of a book, magazine, or reference set to locate specific information

X

B.4.5 • Identify the sponsoring

organization or author and list basic bibliographic sources for information used

X

B.8.2 • Identify relevant sources of

information including print, non print, electronic, human, and community resources

X

• Evaluate possible sources of X

Appendix K

Updated June 2007


information based on criteria of timeliness, genre, point of view, bias, and authority

• Select multiple sources that reflect differing or supporting points of view

X

B.8.5 • Use summarizing and

paraphrasing strategies to record concise notes, including bibliographic information

X X

B.8.8 • Determine how well research

conclusions and product meet the original information need or question based on the identified criteria

X

B.12.1 • State the information problem or

question in clear and concise terms

X

• Develop specific research questions or a thesis statement based on the nature, purpose, and scope of project

X

B.12.2 • Pursue a variety of resources

reflecting differing points of view, cultures, and disciplines

X

• Organize ideas, concepts, and issues needed to obtain needed information using a variety of research and investigative strategies

X

B.12.3 • Use increasingly complex

organizational features of print and electronic resources such as cumulative and crossdatabase indexes

X

Appendix K

Updated June 2007

• Construct effective electronic and manual searches using keywords, phrases, Boolean logic, and limiters

X

• Determine when to use general or specialized print and electronic reference tools

X

B.12.4 • Evaluate and select information

from a variety of print, non print, and electronic formats

X

B.12.5 • Compile a bibliography in a

format stipulated by an accepted manual of style

X

• Credit sources for all quotations, visuals, major ideas, and specific facts or data using accepted citation formats

X

B.12.6 • Interpret and use information to

solve the problem or answer the question

X

B.12.7 • Communicate the results of

research and inquiry in an appropriate format

X

D.4.3 • Adheres to copyright law X D.8.3 • Adheres to copyright law X X D.12.3 • Adheres to copyright law X X

Appendix K

General Server Statistics Server Name Group Border BackupSRV DO1

OS Version Netware 6.5 Netware 6.5 Netware 6.5 Netware 6.5

Age of Servers

2 years 2 years 3 years 3 years

Total Server Memory

3GB 3GB 2 GB 512 MB

Server Functions (such as firewalls, email etc.)

Email Internet Caching, content filtering

Backup Server

Fileserver

Server Name DO2 GHS1 GHSSTAFF1 GES1


Age of Servers


Total Server Memory

1 GB 2 GB 2 GB 1 GB


Fileserver Fileserver Fileserver Fileserver

Server Name Wood1 Kennedy1 JLMS1 Linux

OS Version Netware 5.1 Netware 5.1 Netware 6.5 SUSE 10

Age of Servers


Total Server Memory

1 GB 1.5 GB 2 GB 1 GB


Fileserver Fileserver Fileserver Webserver, DNS

Appendix L

Server Name SupportSRV1 WWW2 Sky2000 Grafton-rs

OS Version Win 2000 Win 2000 Win 2000 IBM Aix 4.3.10

Age of Servers

5 years 4 year 4 year 6 years

Total Server Memory

512 GB 1 GB 1 GB 4 GB


Filter Server Host

Webaccess server for Groupwise email

Webserver, web based IEP

Student and financial database

Server Name Websrv JLMStechsrv Snapserver Zenworks

OS Version NT 4 Win 2000 Snap OS Netware 6.0

Age of Servers

11 years 5 years 8 years 5 year

Total Server Memory

384MB 512 MB 2 GB


Student / teacher webserver

tech lab management server

IT fileserver Zenworks

Server Name DO4 GHS2 GHSSTAFF2 Netstorage


Age of Servers

4 years 3 years 2 years 5 year

Total Server Memory

2GB 1GB 3GB 1 GB


teacher webserver

Student File Server

Staff File Server

Access to files at home

Appendix L

Server Name Moodle DO2000

OS Version SUSE 10 Win 2000

Age of Servers

2 years 8 years

Total Server Memory

1GB 2GB


Online Course Server

Fitness monitoring, Wireless email

Appendix L

Printers and Peripherals

Printers School # of Network Printers Stand Alone printers GHS 34 14

JLMS 20 6 DO 11 2 GES 11 8 WV 8 7 JFK 9 6

Peripherals

Type of peripheral #s in district Locations Flat Bed Scanners 30 Labs, EEN rooms and

offices Smartboards 3 2 GHS, 1 JLMS Document Camera 2 1 GHS, District Office Media Carts( Network computer, VCR, DVD, speakers, projector on mobile cart)

31 13 GHS 7 JLMS 5 GES 3 WV 3 KES

Appendix M

Staff Directory Calendar Board Minutes District Programs Employment

Software Name Building Lab Microsoft Office 2003 Suite All All Net Support All Selected Labs Contribute 3.0 All Teacher Workstations Inspiration 8.0 GHS All Autodesk Design Academy GHS CAD Adobe Photoshop GHS English Art Adobe Pagemaker GHS English Art Microsoft Office XP Suite GHS English Adobe Illustrator GHS Art Adobe Acrobat GHS Art Adobe In Design GHS Art Quark QuarkXPress GHS Art Curious Labs Poser GHS CAD Microsoft Visual Basic GHS CAD Microsoft Visual Studio .NET GHS CAD Jgrasp Java GHS CAD AllData GHS Auto

Finale 2003 GHS JL Elementary Music

MASTER TRACKS PRO GHS Music Mibac Music Lessons 1 GHS Music Mibac Music Lessons 2 GHS Music Practica Musica v4 Site License GHS Music PG Music Band in a Box GHS Music Alfred's Essentials of Music Theory GHS Music FitnessGram 8.0 GHS Library

Geometers Sketchpad GHS JL Libray Math; JL Lab 2

Mavis Beacon V15 GHS Business Ed. Macromedia Studio MX 2004 GHS Business Ed. Front Page 2002 GHS Business Ed. MicroPace Pro GHS Business Ed. Ainsworth Keyboarding GHS Business Ed. Southwestern Automated Accounting GHS Business Ed. Virtual Marketing GHS Business Ed. Quicken GHS Business Ed. On Your Own in the Central City GHS Face

Appendix N

EOA Scientific: Storms Tornadoes Floods & Droughts GHS Math EOA Scientific: Weather Fundamentals GHS Math EOA Scientific: Weather Forecasting GHS Math EOA Scientific: Climate: Remote Sensing GHS Math AutoCAD LT JL Tech. Ed. FirstTechnologies Tech Ed Module software JL Tech. Ed. AES Family and Cosumer Ed Modular software JL FACE Discovery School: Rocks & Minerals JL Lab 2 Discovery School: Universe JL Lab 2 Discovery School: Oceans JL Lab 2 Discovery School: Weather & Climate JL Lab 2 Inspiration 7.5 JL Library Lab 2 Renaissance Learning: Accelerated Reader JL Library Renaissance Learning: STAR Math JL Library Renaissance Learning: STAR Reader JL Library Math Facts in a Flash Elementary All Kid Pix Deluxe Elementary All Student Writing Center Elementary All Kurzweil3000 Special Education Kidspiration Elementary All Harcourt Reading: Phonics Express Elementary All Harcourt Reading: Mission Comprehension Elementary All SoundsGreat! Reading Software (Kindergarten) Elementary Kindergarten Rooms Larson's Elementary Math Elementary Kindergarten Rooms Music Ace2 Harmonic Vision Elementary All Tom Snyder Productions: Fizz & Martina's Math Adventures: Project Sphinx Elementary All

Tom Snyder Productions: Fizz & Martina's Math Adventures: Blue Falls Elementary Elementary All

Southwestern Publishing: Bernie's Typing Travels Elementary All Southwestern Publishing: Typing Time Elementary All OPAC Elementary All CoWriter Special Education Math Keys Elementary All

D'Nelian Fonts Elementary All Teacher Workstations

Appendix N

GRAFTON ELEM SCHOOLSpring 08

Analysis Overview

Collection InformationDate of Analysis: 06-May-2008 10:50:45Circulation System: Follett Circulation PlusData Integrity: Good: 99.14% holdings recognized# of Records: 8738# of Holdings: 9336Recognized Call Numbers: 9256Average Age: 1993Enrollment: 308Books per Student: 30.05

School InformationGRAFTON ELEM SCHOOL1800 WASHINGTON ST GRAFTON, WI 53024

Contact InformationName: Linda SteffensPhone: 262-376-5726Phone (alt):Fax:Email: lsteffens @grafton.k12.wi.usEmail (alt):

TitleWise Collection Analysis www.titlewave.com

Appendix O

GRAFTON ELEM SCHOOLPrepared By : Linda Steffens06-May-2008 10:50:45

Collection Analysis (by 100s) The Hundred Divisions Average Age Items % of Collection

000 Generalities 1994 60 0.65%100 Philosophy and Psychology 1998 53 0.57%200 Religion 1990 16 0.17%300 Social Sciences 1991 477 5.15%400 Language 1990 51 0.55%500 Natural Sciences/Mathematics 1995 1098 11.86%600 Technology 1996 464 5.01%700 The Arts 1997 444 4.80%800 Literature and Rhetoric 1992 109 1.18%900 Geography and History 1993 515 5.56%

Additional Category ListingsGeneral Fiction 1994 2061 22.27%Reference 2003 194 2.10%Biography 1989 526 5.68%Professional 1999 32 0.35%Story Collection n/a 0 0.00%Paperback 1987 369 3.99%Easy 1991 1950 21.07%A/V 2000 313 3.38%Early Reader 1988 524 5.66%

Totals 1993 9256

TitleWise Collection Analysis 2www.titlewave.com

Appendix O


Collection Analysis (by 100s) - Average Age


Appendix O


Collection Analysis (by 100s) - Main Classification Percentages


Appendix O


Collection Analysis (by 10s)

The Hundreds DivisionsAge Items % of Collection

000 Generalities 1993 34 0.37%010 Bibliography n/a 0 0.00%020 Library and Information Sciences 1998 4 0.04%030 General Encyclopedic Works 1993 13 0.14%040 n/a n/a 0 0.00%050 General Serial Publications n/a 0 0.00%060 General Organizations and Museology 1992 1 0.01%070 News Media, Journalism, Publishing 1994 5 0.05%080 General Collections 2000 3 0.03%090 Manuscripts and Rare Books n/a 0 0.00%

Generalities Totals 1994 60 0.65%

100 Philosophy and Psychology n/a 0 0.00%110 Metaphysics n/a 0 0.00%120 Epistemology, Causation, Humankind n/a 0 0.00%130 Paranormal Phenomena 1999 8 0.09%140 Specific Philosophical Schools n/a 0 0.00%150 Psychology 1996 25 0.27%160 Logic n/a 0 0.00%170 Ethics 2000 20 0.22%180 Ancient, Medieval, Oriental Philosophy n/a 0 0.00%190 Modern Western Philosophy n/a 0 0.00%

Philosophy and Psychology Totals 1998 53 0.57%

200 Religion 1993 1 0.01%210 Philosophy and Theory of Religion n/a 0 0.00%220 Bible 1989 3 0.03%230 Christianity/Christian Theology n/a 0 0.00%240 Christian Moral & Devotional Theology 1944 1 0.01%250 Christian Orders & Local Church n/a 0 0.00%260 Social and Ecclesiastical Theology 1998 1 0.01%270 History of Christianity n/a 0 0.00%280 Christian Denominations & Sects n/a 0 0.00%290 Comparative and Other Religions 1995 10 0.11%

Religion Totals 1990 16 0.17%


Appendix O




300 Social Sciences 1998 22 0.24%310 Collections of General Statistics n/a 0 0.00%320 Political Science 1998 6 0.06%330 Economics 1995 22 0.24%340 Law 1995 4 0.04%350 Public Admin and Military Science 1998 35 0.38%360 Social Problems and Services 1998 43 0.46%370 Education 1993 10 0.11%380 Commerce, Commun., Transportation 1993 15 0.16%390 Customs, Etiquette, Folklore 1988 320 3.46%

Social Sciences Totals 1991 477 5.15%

400 Language 1993 1 0.01%410 Linguistics 1987 11 0.12%420 English and Old English 1996 25 0.27%430 Germanic Languages, German 1990 2 0.02%440 Romance Languages, French 1978 2 0.02%450 Italian, Romanian, Rhaeto-Romanic 1978 2 0.02%460 Spanish and Portuguese Languages 1985 4 0.04%470 Italic Languages, Latin n/a 0 0.00%480 Hellenic Languages, Classical Greek n/a 0 0.00%490 Other Languages 1981 4 0.04%

Language Totals 1990 51 0.55%

500 Natural Sciences/Mathematics 1993 41 0.44%510 Mathematics 1998 35 0.38%520 Astronomy and Allied Sciences 1995 95 1.03%530 Physics 1995 42 0.45%540 Chemistry and Allied Sciences 1996 6 0.06%550 Earth Sciences 1993 124 1.34%560 Paleontology, Paleozoology 1998 72 0.78%570 Life Sciences, Biology 1997 76 0.82%580 Plants 1995 39 0.42%590 Animals 1995 568 6.14%

Natural Sciences/Mathematics Totals 1995 1098 11.86%


Appendix O




600 Technology 1998 15 0.16%610 Medical Sciences, Medicine 1996 77 0.83%620 Engineering and Allied Operations 1995 135 1.46%630 Agriculture 1997 184 1.99%640 Home Economics and Family Living 1995 37 0.40%650 Management Auxiliary Services 2004 1 0.01%660 Chemical Engineering 1998 4 0.04%670 Manufacturing 2002 1 0.01%680 Manufacture for Specific Uses 1994 9 0.10%690 Buildings 2002 1 0.01%

Technology Totals 1996 464 5.01%

700 The Arts 1984 5 0.05%710 Civic and Landscape Art n/a 0 0.00%720 Architecture 1990 7 0.08%730 Plastic Arts, Sculpture 2000 16 0.17%740 Drawing and Decorative Arts 2001 104 1.12%750 Painting and Paintings 1987 2 0.02%760 Graphic Arts, Print Making 2007 1 0.01%770 Photography and Photographs 1999 2 0.02%780 Music 1993 40 0.43%790 Recreational and Performing Arts 1997 267 2.88%

The Arts Totals 1997 444 4.80%

800 Literature and Rhetoric 1988 13 0.14%810 American Literature in English 1994 82 0.89%820 English and Old English Literatures 1988 12 0.13%830 Literatures of Germanic Languages n/a 0 0.00%840 Literatures of Romance Languages 1982 1 0.01%850 Italian, Romanian, Rhaeto-Romanic n/a 0 0.00%860 Spanish and Portuguese Literatures 2001 1 0.01%870 Italic Literatures, Latin n/a 0 0.00%880 Hellenic Literatures, Classical Greek n/a 0 0.00%890 Literatures of Other Languages n/a 0 0.00%

Literature and Rhetoric Totals 1992 109 1.18%


Appendix O




900 Geography and History 1989 17 0.18%910 Geography and Travel 1985 97 1.05%920 Biography, Genealogy, Insignia 1991 6 0.06%930 History of Ancient World 1987 17 0.18%940 General History of Europe 1999 34 0.37%950 General History of Asia 1998 21 0.23%960 General History of Africa 1997 9 0.10%970 General History of North America 1995 305 3.30%980 General History of South America 1996 4 0.04%990 General History of Other Areas 1996 5 0.05%

Geography and History Totals 1993 515 5.56%

Additional Category DivisionsGeneral Fiction 1994 2061 22.27%Reference 2003 194 2.10%Biography 1989 526 5.68%Professional 1999 32 0.35%Story Collection n/a 0 0.00%Paperback 1987 369 3.99%Easy 1991 1950 21.07%A/V 2000 313 3.38%Early Reader 1988 524 5.66%

Totals 1993 9256


Appendix O


Balanced Dewey Comparisons: FLR

Hundreds DivisionsAvg Age Items % of Collection FLR Bal. Dewey Difference

000 Generalities 1994 60 0.65% 1.00% -0.35%100 Philosophy and Psychology 1998 53 0.57% 0.50% 0.07%200 Religion 1990 16 0.17% 1.00% -0.83%300 Social Sciences 1991 477 5.15% 10.00% -4.85%400 Language 1990 51 0.55% 1.00% -0.45%500 Natural Sciences/Mathematics 1995 1098 11.86% 11.00% 0.86%600 Technology 1996 464 5.01% 5.50% -0.49%700 The Arts 1997 444 4.80% 5.00% -0.20%800 Literature and Rhetoric 1992 109 1.18% 5.00% -3.82%900 Geography and History 1993 515 5.56% 8.50% -2.94%

Additional Category DivisionsGeneral Fiction 1994 2061 22.27% 19.00% 3.27%Reference 2003 194 2.10% 5.00% -2.90%Biography 1989 526 5.68% 7.00% -1.32%Professional 1999 32 0.35% 1.50% -1.15%Story Collection n/a 0 0.00% n/a n/aPaperback 1987 369 3.99% n/a n/aEasy 1991 1950 21.07% 19.00% 2.07%A/V 2000 313 3.38% n/a n/aEarly Reader 1988 524 5.66% n/a n/a

Totals 1993 9256


Appendix O




Appendix O


Balanced Dewey Comparisons: Wilson

Hundreds DivisionsAvg Age Items % of Collection Wilson Bal. Dewey Difference

000 Generalities 1994 60 0.65% 0.40% 0.25%100 Philosophy and Psychology 1998 53 0.57% 0.30% 0.27%200 Religion 1990 16 0.17% 1.40% -1.23%300 Social Sciences 1991 477 5.15% 8.80% -3.65%400 Language 1990 51 0.55% 0.50% 0.05%500 Natural Sciences/Mathematics 1995 1098 11.86% 9.60% 2.26%600 Technology 1996 464 5.01% 4.30% 0.71%700 The Arts 1997 444 4.80% 4.30% 0.50%800 Literature and Rhetoric 1992 109 1.18% 4.60% -3.42%900 Geography and History 1993 515 5.56% 7.20% -1.64%

Additional Category DivisionsGeneral Fiction 1994 2061 22.27% 28.40% -6.13%Reference 2003 194 2.10% 1.60% 0.50%Biography 1989 526 5.68% 5.50% 0.18%Professional 1999 32 0.35% 1.50% -1.15%Story Collection n/a 0 0.00% n/a n/aPaperback 1987 369 3.99% n/a n/aEasy 1991 1950 21.07% 21.60% -0.53%A/V 2000 313 3.38% n/a n/aEarly Reader 1988 524 5.66% n/a n/a

Totals 1993 9256


Appendix O




Appendix O


Collection By Year

Decade # of Books1900 21910 11920 11930 131940 381950 1251960 3621970 5651980 13671990 35712000 3092

No year given/out of range 199

Total 9336


Appendix O


Collection By Year


Appendix O


Age Sensitivity

Dewey Ranges Acceptable Items in AgedAge (Years) Collection

003-007 Systems Data/Computer Programs 3 12 12 100.00%320-329 Political Science 5 6 6 100.00%361-369 Social Problems and Services 5 43 27 62.79%370-379 Education 5 10 9 90.00%380-389 Commerce, Communications and Transportation 5 15 15 100.00%520-529 Astronomy and Allied Sciences 5 95 77 81.05%570-579 Life Sciences/Biology 5 76 58 76.32%610-619 Medical Sciences/Medicine 5 76 70 92.11%910-919 Geography, Maps, Atlases 5 90 81 90.00%


Appendix O


Age Sensitivity


Appendix O


The Hundred Divisions (Summary)

000 Generalities010 Bibliography020 Library and Information Sciences030 General Encyclopedic Works040 n/a050 General Serial Publications060 General Organizations and Museology070 News Media, Journalism, Publishing080 General Collections090 Manuscripts and Rare Books

100 Philosophy and Psychology110 Metaphysics120 Epistemology, Causation, Humankind130 Paranormal Phenomena140 Specific Philosophical Schools150 Psychology160 Logic170 Ethics180 Ancient, Medieval, Oriental Philosophy190 Modern Western Philosophy

200 Religion210 Philosophy and Theory of Religion220 Bible230 Christianity/Christian Theology240 Christian Moral & Devotional Theology250 Christian Orders & Local Church260 Social and Ecclesiastical Theology270 History of Christianity280 Christian Denominations & Sects290 Comparative and Other Religions

300 Social Sciences310 Collections of General Statistics320 Political Science330 Economics340 Law350 Public Admin and Military Science360 Social Problems and Services370 Education380 Commerce, Commun., Transportation390 Customs, Etiquette, Folklore

400 Language410 Linguistics420 English and Old English430 Germanic Languages, German440 Romance Languages, French450 Italian, Romanian, Rhaeto-Romanic460 Spanish and Portuguese Languages470 Italic Languages, Latin480 Hellenic Languages, Classical Greek490 Other Languages

500 Natural Sciences/Mathematics510 Mathematics520 Astronomy and Allied Sciences530 Physics540 Chemistry and Allied Sciences550 Earth Sciences560 Paleontology, Paleozoology570 Life Sciences, Biology580 Plants590 Animals

600 Technology610 Medical Sciences, Medicine620 Engineering and Allied Operations630 Agriculture640 Home Economics and Family Living650 Management Auxiliary Services660 Chemical Engineering670 Manufacturing680 Manufacture for Specific Uses690 Buildings

700 The Arts710 Civic and Landscape Art720 Architecture730 Plastic Arts, Sculpture740 Drawing and Decorative Arts750 Painting and Paintings760 Graphic Arts, Print Making770 Photography and Photographs780 Music790 Recreational and Performing Arts

800 Literature and Rhetoric810 American Literature in English820 English and Old English Literatures830 Literatures of Germanic Languages840 Literatures of Romance Languages850 Italian, Romanian, Rhaeto-Romanic860 Spanish and Portuguese Literatures870 Italic Literatures, Latin880 Hellenic Literatures, Classical Greek890 Literatures of Other Languages

900 Geography and History910 Geography and Travel920 Biography, Genealogy, Insignia930 History of Ancient World940 General History of Europe950 General History of Asia960 General History of Africa970 General History of North America980 General History of South America990 General History of Other Areas


Appendix O

GRAFTON HIGH SCHOOLMay 2008

Analysis Overview


School InformationGRAFTON HIGH SCHOOL1950 WASHINGTON ST GRAFTON, WI 53024

Contact InformationName: P. SiemersPhone: 262-376-5460Phone (alt):Fax: 262-376-5510Email: [email protected] (alt):


Appendix O

GRAFTON HIGH SCHOOLPrepared By : P. Siemers07-May-2008 09:24:12



Additional Category ListingsGeneral Fiction 1980 3548 14.85%Reference 1988 2158 9.03%Biography 1979 1685 7.05%Professional n/a 0 0.00%Story Collection 1974 321 1.34%Paperback 1983 503 2.11%Easy n/a 0 0.00%A/V 1996 1404 5.88%

Totals 1983 23892


Appendix O




Appendix O




000 Generalities 1991 142 0.59%010 Bibliography 1980 7 0.03%020 Library and Information Sciences 1992 37 0.15%030 General Encyclopedic Works 1998 42 0.18%040 n/a 1987 1 0.00%050 General Serial Publications 1975 2 0.01%060 General Organizations and Museology 1980 6 0.03%070 News Media, Journalism, Publishing 1987 31 0.13%080 General Collections 1965 1 0.00%090 Manuscripts and Rare Books 1972 2 0.01%


100 Philosophy and Psychology 1982 7 0.03%110 Metaphysics n/a 0 0.00%120 Epistemology, Causation, Humankind 1980 7 0.03%130 Paranormal Phenomena 1983 73 0.31%140 Specific Philosophical Schools n/a 0 0.00%150 Psychology 1992 122 0.51%160 Logic n/a 0 0.00%170 Ethics 1998 97 0.41%180 Ancient, Medieval, Oriental Philosophy 1989 9 0.04%190 Modern Western Philosophy 2002 8 0.03%


200 Religion 1997 26 0.11%210 Philosophy and Theory of Religion 1971 3 0.01%220 Bible 1973 35 0.15%230 Christianity/Christian Theology 1982 8 0.03%240 Christian Moral & Devotional Theology 1979 16 0.07%250 Christian Orders & Local Church 1982 7 0.03%260 Social and Ecclesiastical Theology 1974 9 0.04%270 History of Christianity 1986 19 0.08%280 Christian Denominations & Sects 1973 19 0.08%290 Comparative and Other Religions 1987 152 0.64%



Appendix O




300 Social Sciences 1993 463 1.94%310 Collections of General Statistics 1999 21 0.09%320 Political Science 1990 330 1.38%330 Economics 1991 334 1.40%340 Law 1991 220 0.92%350 Public Admin and Military Science 1986 155 0.65%360 Social Problems and Services 1995 750 3.14%370 Education 1995 188 0.79%380 Commerce, Commun., Transportation 1984 87 0.36%390 Customs, Etiquette, Folklore 1982 443 1.85%


400 Language 1985 2 0.01%410 Linguistics 1977 11 0.05%420 English and Old English 1987 63 0.26%430 Germanic Languages, German 1986 5 0.02%440 Romance Languages, French 1989 1 0.00%450 Italian, Romanian, Rhaeto-Romanic 1982 3 0.01%460 Spanish and Portuguese Languages 1962 25 0.10%470 Italic Languages, Latin 1964 1 0.00%480 Hellenic Languages, Classical Greek n/a 0 0.00%490 Other Languages 2003 1 0.00%





Appendix O






700 The Arts 1978 108 0.45%710 Civic and Landscape Art 1983 7 0.03%720 Architecture 1975 71 0.30%730 Plastic Arts, Sculpture 1975 133 0.56%740 Drawing and Decorative Arts 1976 405 1.70%750 Painting and Paintings 1973 153 0.64%760 Graphic Arts, Print Making 1972 40 0.17%770 Photography and Photographs 1981 105 0.44%780 Music 1981 183 0.77%790 Recreational and Performing Arts 1981 879 3.68%


800 Literature and Rhetoric 1976 280 1.17%810 American Literature in English 1978 638 2.67%820 English and Old English Literatures 1967 424 1.77%830 Literatures of Germanic Languages 1977 30 0.13%840 Literatures of Romance Languages 1970 16 0.07%850 Italian, Romanian, Rhaeto-Romanic 1978 4 0.02%860 Spanish and Portuguese Literatures 1979 11 0.05%870 Italic Literatures, Latin 1960 4 0.02%880 Hellenic Literatures, Classical Greek 1968 39 0.16%890 Literatures of Other Languages 1971 26 0.11%



Appendix O






Additional Category DivisionsGeneral Fiction 1980 3548 14.85%Reference 1988 2158 9.03%Biography 1979 1685 7.05%Professional n/a 0 0.00%Story Collection 1974 321 1.34%Paperback 1983 503 2.11%Easy n/a 0 0.00%A/V 1996 1404 5.88%

Totals 1983 23892


Appendix O




000 Generalities 1991 271 1.13% 1.50% -0.37%100 Philosophy and Psychology 1991 323 1.35% 1.00% 0.35%200 Religion 1984 294 1.23% 1.50% -0.27%300 Social Sciences 1991 2991 12.52% 11.50% 1.02%400 Language 1980 112 0.47% 2.00% -1.53%500 Natural Sciences/Mathematics 1980 1298 5.43% 8.00% -2.57%600 Technology 1985 2006 8.40% 8.00% 0.40%700 The Arts 1979 2084 8.72% 8.00% 0.72%800 Literature and Rhetoric 1974 1472 6.16% 9.00% -2.84%900 Geography and History 1981 3422 14.32% 10.00% 4.32%

Additional Category DivisionsGeneral Fiction 1980 3548 14.85% 16.00% -1.15%Reference 1988 2158 9.03% 15.00% -5.97%Biography 1979 1685 7.05% 7.00% 0.05%Professional n/a 0 0.00% 1.50% -1.50%Story Collection 1974 321 1.34% n/a n/aPaperback 1983 503 2.11% n/a n/aEasy n/a 0 0.00% 0.00% 0.00%A/V 1996 1404 5.88% n/a n/a

Totals 1983 23892


Appendix O




Appendix O




000 Generalities 1991 271 1.13% 0.60% 0.53%100 Philosophy and Psychology 1991 323 1.35% 1.20% 0.15%200 Religion 1984 294 1.23% 1.20% 0.03%300 Social Sciences 1991 2991 12.52% 11.20% 1.32%400 Language 1980 112 0.47% 0.30% 0.17%500 Natural Sciences/Mathematics 1980 1298 5.43% 7.60% -2.17%600 Technology 1985 2006 8.40% 6.00% 2.40%700 The Arts 1979 2084 8.72% 5.30% 3.42%800 Literature and Rhetoric 1974 1472 6.16% 9.60% -3.44%900 Geography and History 1981 3422 14.32% 11.40% 2.92%

Additional Category DivisionsGeneral Fiction 1980 3548 14.85% 12.80% 2.05%Reference 1988 2158 9.03% 21.10% -12.07%Biography 1979 1685 7.05% 10.00% -2.95%Professional n/a 0 0.00% 1.70% -1.70%Story Collection 1974 321 1.34% n/a n/aPaperback 1983 503 2.11% n/a n/aEasy n/a 0 0.00% 0.00% 0.00%A/V 1996 1404 5.88% n/a n/a

Totals 1983 23892


Appendix O




Appendix O


Collection By Year

Decade # of Books1900 161910 341920 981930 1531940 2981950 10881960 33681970 46351980 38471990 57982000 4462


Total 24004


Appendix O


Collection By Year


Appendix O


Age Sensitivity




Appendix O


Age Sensitivity


Appendix O














Appendix O

JOHN LONG MIDDLE SCHOOLMay 2008

Analysis Overview

Collection InformationDate of Analysis: 07-May-2008 09:05:36Circulation System: Follett Circulation PlusData Integrity: Good: 99.00% holdings recognized# of Records: 9772# of Holdings: 12057Recognized Call Numbers: 11936Average Age: 1993Enrollment: 450Books per Student: 26.52Recommended Books per Student 20

School InformationJOHN LONG MIDDLE SCHOOL700 HICKORY ST GRAFTON, WI 53024

Contact InformationName: Lynn SlowiakPhone: 262- 376-5809Phone (alt):Fax:Email: [email protected] (alt):


Appendix O

JOHN LONG MIDDLE SCHOOLPrepared By : Lynn Slowiak07-May-2008 09:05:36



Additional Category ListingsGeneral Fiction 1997 4543 38.06%Reference 1992 1073 8.99%Biography 1992 493 4.13%Professional 1993 70 0.59%Story Collection n/a 0 0.00%Paperback 1986 682 5.71%Easy n/a 0 0.00%Audio Visuals 1994 689 5.77%Books On Tape 1987 38 0.32%Cd Roms 2000 11 0.09%

Totals 1993 11936


Appendix O




Appendix O




000 Generalities 1988 33 0.28%010 Bibliography 2007 1 0.01%020 Library and Information Sciences 2000 7 0.06%030 General Encyclopedic Works 1991 20 0.17%040 n/a n/a 0 0.00%050 General Serial Publications n/a 0 0.00%060 General Organizations and Museology 1990 1 0.01%070 News Media, Journalism, Publishing 1992 3 0.03%080 General Collections n/a 0 0.00%090 Manuscripts and Rare Books n/a 0 0.00%




200 Religion 1998 8 0.07%210 Philosophy and Theory of Religion n/a 0 0.00%220 Bible 1970 1 0.01%230 Christianity/Christian Theology 1977 1 0.01%240 Christian Moral & Devotional Theology n/a 0 0.00%250 Christian Orders & Local Church n/a 0 0.00%260 Social and Ecclesiastical Theology 1982 1 0.01%270 History of Christianity 1995 1 0.01%280 Christian Denominations & Sects n/a 0 0.00%290 Comparative and Other Religions 1974 48 0.40%



Appendix O




300 Social Sciences 1994 108 0.90%310 Collections of General Statistics n/a 0 0.00%320 Political Science 1991 39 0.33%330 Economics 1992 73 0.61%340 Law 1991 36 0.30%350 Public Admin and Military Science 1988 62 0.52%360 Social Problems and Services 1992 184 1.54%370 Education 1999 47 0.39%380 Commerce, Commun., Transportation 1985 16 0.13%390 Customs, Etiquette, Folklore 1993 145 1.21%


400 Language 1994 2 0.02%410 Linguistics 1985 4 0.03%420 English and Old English 1991 16 0.13%430 Germanic Languages, German 1965 1 0.01%440 Romance Languages, French n/a 0 0.00%450 Italian, Romanian, Rhaeto-Romanic 1991 1 0.01%460 Spanish and Portuguese Languages 1991 2 0.02%470 Italic Languages, Latin n/a 0 0.00%480 Hellenic Languages, Classical Greek n/a 0 0.00%490 Other Languages 1987 2 0.02%





Appendix O








800 Literature and Rhetoric 1990 94 0.79%810 American Literature in English 1984 106 0.89%820 English and Old English Literatures 1968 45 0.38%830 Literatures of Germanic Languages 1928 1 0.01%840 Literatures of Romance Languages 1950 5 0.04%850 Italian, Romanian, Rhaeto-Romanic n/a 0 0.00%860 Spanish and Portuguese Literatures n/a 0 0.00%870 Italic Literatures, Latin n/a 0 0.00%880 Hellenic Literatures, Classical Greek 1964 1 0.01%890 Literatures of Other Languages 1956 6 0.05%



Appendix O






Additional Category DivisionsGeneral Fiction 1997 4543 38.06%Reference 1992 1073 8.99%Biography 1992 493 4.13%Professional 1993 70 0.59%Story Collection n/a 0 0.00%Paperback 1986 682 5.71%Easy n/a 0 0.00%Audio Visuals 1994 689 5.77%Books On Tape 1987 38 0.32%Cd Roms 2000 11 0.09%

Totals 1993 11936


Appendix O




000 Generalities 1991 65 0.54% 1.00% -0.46%100 Philosophy and Psychology 1993 116 0.97% 1.00% -0.03%200 Religion 1978 60 0.50% 1.00% -0.50%300 Social Sciences 1992 710 5.95% 11.00% -5.05%400 Language 1989 28 0.23% 0.50% -0.27%500 Natural Sciences/Mathematics 1990 643 5.39% 11.00% -5.61%600 Technology 1988 594 4.98% 8.00% -3.02%700 The Arts 1991 510 4.27% 6.00% -1.73%800 Literature and Rhetoric 1982 258 2.16% 4.00% -1.84%900 Geography and History 1989 1353 11.34% 12.00% -0.66%

Additional Category DivisionsGeneral Fiction 1997 4543 38.06% 25.00% 13.06%Reference 1992 1073 8.99% 10.00% -1.01%Biography 1992 493 4.13% 8.00% -3.87%Professional 1993 70 0.59% 1.50% -0.91%Story Collection n/a 0 0.00% n/a n/aPaperback 1986 682 5.71% n/a n/aEasy n/a 0 0.00% 0.00% 0.00%Audio Visuals 1994 689 5.77% n/a n/aBooks On Tape 1987 38 0.32% n/a n/aCd Roms 2000 11 0.09% n/a n/a

Totals 1993 11936


Appendix O




Appendix O




000 Generalities 1991 65 0.54% 0.60% -0.06%100 Philosophy and Psychology 1993 116 0.97% 0.90% 0.07%200 Religion 1978 60 0.50% 1.50% -1.00%300 Social Sciences 1992 710 5.95% 9.70% -3.75%400 Language 1989 28 0.23% 0.10% 0.13%500 Natural Sciences/Mathematics 1990 643 5.39% 7.90% -2.51%600 Technology 1988 594 4.98% 5.50% -0.52%700 The Arts 1991 510 4.27% 4.70% -0.43%800 Literature and Rhetoric 1982 258 2.16% 3.40% -1.24%900 Geography and History 1989 1353 11.34% 15.30% -3.96%

Additional Category DivisionsGeneral Fiction 1997 4543 38.06% 28.00% 10.06%Reference 1992 1073 8.99% 7.20% 1.79%Biography 1992 493 4.13% 12.90% -8.77%Professional 1993 70 0.59% 2.30% -1.71%Story Collection n/a 0 0.00% n/a n/aPaperback 1986 682 5.71% n/a n/aEasy n/a 0 0.00% 0.00% 0.00%Audio Visuals 1994 689 5.77% n/a n/aBooks On Tape 1987 38 0.32% n/a n/aCd Roms 2000 11 0.09% n/a n/a

Totals 1993 11936


Appendix O




Appendix O


Collection By Year

Decade # of Books1900 21910 21920 81930 61940 201950 611960 2711970 8211980 26861990 44462000 3552


Total 12057


Appendix O


Collection By Year


Appendix O


Age Sensitivity




Appendix O


Age Sensitivity


Appendix O














Appendix O

JOHN F KENNEDY ELEM SCH

Analysis Overview

Collection InformationDate of Analysis: 12-Mar-2008 15:36:01Circulation System: Follett Circulation PlusData Integrity: Good: 95.68% holdings recognized# of Records: 11288# of Holdings: 11699Recognized Call Numbers: 11194Average Age: 1992Enrollment: 250Books per Student: 44.78

School InformationJOHN F KENNEDY ELEM SCH1629 11TH AVE GRAFTON, WI 53024

Contact InformationName: Margaret KuhnPhone: 414-376-5700Phone (alt):Fax:Email: [email protected] (alt):


Appendix O

JOHN F KENNEDY ELEM SCHPrepared By : Margaret Kuhn12-Mar-2008 15:36:01



Additional Category ListingsGeneral Fiction 1992 2328 20.80%Reference n/a 0 0.00%Biography 1989 510 4.56%Professional n/a 0 0.00%Story Collection n/a 0 0.00%Paperback n/a 0 0.00%Easy 1992 2987 26.68%Collected Biography 1991 121 1.08%

Totals 1992 11194


Appendix O




Appendix O




000 Generalities 1995 49 0.44%010 Bibliography n/a 0 0.00%020 Library and Information Sciences 2000 11 0.10%030 General Encyclopedic Works 1994 39 0.35%040 n/a n/a 0 0.00%050 General Serial Publications 2005 1 0.01%060 General Organizations and Museology 2001 2 0.02%070 News Media, Journalism, Publishing 1994 5 0.04%080 General Collections n/a 0 0.00%090 Manuscripts and Rare Books n/a 0 0.00%




200 Religion n/a 0 0.00%210 Philosophy and Theory of Religion n/a 0 0.00%220 Bible 1992 9 0.08%230 Christianity/Christian Theology 2003 2 0.02%240 Christian Moral & Devotional Theology n/a 0 0.00%250 Christian Orders & Local Church n/a 0 0.00%260 Social and Ecclesiastical Theology 1995 2 0.02%270 History of Christianity n/a 0 0.00%280 Christian Denominations & Sects n/a 0 0.00%290 Comparative and Other Religions 1986 26 0.23%



Appendix O






400 Language n/a 0 0.00%410 Linguistics 1982 12 0.11%420 English and Old English 1987 18 0.16%430 Germanic Languages, German 1994 4 0.04%440 Romance Languages, French 1995 6 0.05%450 Italian, Romanian, Rhaeto-Romanic 2000 1 0.01%460 Spanish and Portuguese Languages 1994 3 0.03%470 Italic Languages, Latin n/a 0 0.00%480 Hellenic Languages, Classical Greek n/a 0 0.00%490 Other Languages 1991 5 0.04%





Appendix O








800 Literature and Rhetoric 1991 67 0.60%810 American Literature in English 1989 209 1.87%820 English and Old English Literatures 1974 30 0.27%830 Literatures of Germanic Languages n/a 0 0.00%840 Literatures of Romance Languages n/a 0 0.00%850 Italian, Romanian, Rhaeto-Romanic n/a 0 0.00%860 Spanish and Portuguese Literatures n/a 0 0.00%870 Italic Literatures, Latin n/a 0 0.00%880 Hellenic Literatures, Classical Greek 1996 1 0.01%890 Literatures of Other Languages 1975 2 0.02%



Appendix O






Additional Category DivisionsGeneral Fiction 1992 2328 20.80%Reference n/a 0 0.00%Biography 1989 510 4.56%Professional n/a 0 0.00%Story Collection n/a 0 0.00%Paperback n/a 0 0.00%Easy 1992 2987 26.68%Collected Biography 1991 121 1.08%

Totals 1992 11194


Appendix O




000 Generalities 1996 107 0.96% 1.00% -0.04%100 Philosophy and Psychology 1995 27 0.24% 0.50% -0.26%200 Religion 1989 39 0.35% 1.00% -0.65%300 Social Sciences 1990 672 6.00% 10.00% -4.00%400 Language 1988 49 0.44% 1.00% -0.56%500 Natural Sciences/Mathematics 1994 1715 15.32% 11.00% 4.32%600 Technology 1995 771 6.89% 5.50% 1.39%700 The Arts 1994 776 6.93% 5.00% 1.93%800 Literature and Rhetoric 1988 309 2.76% 5.00% -2.24%900 Geography and History 1990 783 6.99% 8.50% -1.51%

Additional Category DivisionsGeneral Fiction 1992 2328 20.80% 19.00% 1.80%Reference n/a 0 0.00% 5.00% -5.00%Biography 1989 510 4.56% 7.00% -2.44%Professional n/a 0 0.00% 1.50% -1.50%Story Collection n/a 0 0.00% n/a n/aPaperback n/a 0 0.00% n/a n/aEasy 1992 2987 26.68% 19.00% 7.68%Collected Biography 1991 121 1.08% n/a n/a

Totals 1992 11194


Appendix O




Appendix O




000 Generalities 1996 107 0.96% 0.40% 0.56%100 Philosophy and Psychology 1995 27 0.24% 0.30% -0.06%200 Religion 1989 39 0.35% 1.40% -1.05%300 Social Sciences 1990 672 6.00% 8.80% -2.80%400 Language 1988 49 0.44% 0.50% -0.06%500 Natural Sciences/Mathematics 1994 1715 15.32% 9.60% 5.72%600 Technology 1995 771 6.89% 4.30% 2.59%700 The Arts 1994 776 6.93% 4.30% 2.63%800 Literature and Rhetoric 1988 309 2.76% 4.60% -1.84%900 Geography and History 1990 783 6.99% 7.20% -0.21%

Additional Category DivisionsGeneral Fiction 1992 2328 20.80% 28.40% -7.60%Reference n/a 0 0.00% 1.60% -1.60%Biography 1989 510 4.56% 5.50% -0.94%Professional n/a 0 0.00% 1.50% -1.50%Story Collection n/a 0 0.00% n/a n/aPaperback n/a 0 0.00% n/a n/aEasy 1992 2987 26.68% 21.60% 5.08%Collected Biography 1991 121 1.08% n/a n/a

Totals 1992 11194


Appendix O




Appendix O


Collection By Year

Decade # of Books1900 21910 21920 31930 101940 261950 731960 4021970 9671980 20091990 45122000 3119


Total 11699


Appendix O


Collection By Year


Appendix O


Age Sensitivity




Appendix O


Age Sensitivity


Appendix O














Appendix O

WOODVIEW ELEM SCHOOLSpring 2008

Analysis Overview


School InformationWOODVIEW ELEM SCHOOL600 5TH AVE GRAFTON, WI 53024

Contact InformationName: Valerie StuckensPhone: (262)376-5765Phone (alt):Fax:Email: [email protected] (alt):


Appendix O

WOODVIEW ELEM SCHOOLPrepared By : Valerie Stuckens06-May-2008 11:06:14



Additional Category ListingsGeneral Fiction 1990 1634 15.39%Reference 2005 54 0.51%Biography 1986 390 3.67%Professional 1999 125 1.18%Story Collection n/a 0 0.00%Paperback 1992 617 5.81%Easy 1993 2448 23.06%Board Books 2002 68 0.64%Easy Reader 1993 865 8.15%

Totals 1991 10615


Appendix O




Appendix O




000 Generalities 1998 32 0.30%010 Bibliography n/a 0 0.00%020 Library and Information Sciences 2003 5 0.05%030 General Encyclopedic Works 1998 31 0.29%040 n/a n/a 0 0.00%050 General Serial Publications n/a 0 0.00%060 General Organizations and Museology 1989 1 0.01%070 News Media, Journalism, Publishing 1987 1 0.01%080 General Collections n/a 0 0.00%090 Manuscripts and Rare Books n/a 0 0.00%




200 Religion n/a 0 0.00%210 Philosophy and Theory of Religion n/a 0 0.00%220 Bible 1982 2 0.02%230 Christianity/Christian Theology 1990 1 0.01%240 Christian Moral & Devotional Theology n/a 0 0.00%250 Christian Orders & Local Church n/a 0 0.00%260 Social and Ecclesiastical Theology 1995 2 0.02%270 History of Christianity n/a 0 0.00%280 Christian Denominations & Sects n/a 0 0.00%290 Comparative and Other Religions 1983 11 0.10%



Appendix O






400 Language n/a 0 0.00%410 Linguistics 1988 8 0.08%420 English and Old English 1991 18 0.17%430 Germanic Languages, German 1996 1 0.01%440 Romance Languages, French 1999 2 0.02%450 Italian, Romanian, Rhaeto-Romanic n/a 0 0.00%460 Spanish and Portuguese Languages 1983 2 0.02%470 Italic Languages, Latin n/a 0 0.00%480 Hellenic Languages, Classical Greek 1987 1 0.01%490 Other Languages 1973 2 0.02%





Appendix O








800 Literature and Rhetoric 1985 46 0.43%810 American Literature in English 1992 232 2.19%820 English and Old English Literatures 1977 30 0.28%830 Literatures of Germanic Languages n/a 0 0.00%840 Literatures of Romance Languages 1986 1 0.01%850 Italian, Romanian, Rhaeto-Romanic n/a 0 0.00%860 Spanish and Portuguese Literatures 1970 1 0.01%870 Italic Literatures, Latin n/a 0 0.00%880 Hellenic Literatures, Classical Greek n/a 0 0.00%890 Literatures of Other Languages 1978 3 0.03%



Appendix O






Additional Category DivisionsGeneral Fiction 1990 1634 15.39%Reference 2005 54 0.51%Biography 1986 390 3.67%Professional 1999 125 1.18%Story Collection n/a 0 0.00%Paperback 1992 617 5.81%Easy 1993 2448 23.06%Board Books 2002 68 0.64%Easy Reader 1993 865 8.15%

Totals 1991 10615


Appendix O




000 Generalities 1998 70 0.66% 1.00% -0.34%100 Philosophy and Psychology 1992 20 0.19% 0.50% -0.31%200 Religion 1985 16 0.15% 1.00% -0.85%300 Social Sciences 1984 707 6.66% 10.00% -3.34%400 Language 1989 34 0.32% 1.00% -0.68%500 Natural Sciences/Mathematics 1991 1344 12.66% 11.00% 1.66%600 Technology 1992 636 5.99% 5.50% 0.49%700 The Arts 1992 586 5.52% 5.00% 0.52%800 Literature and Rhetoric 1989 313 2.95% 5.00% -2.05%900 Geography and History 1988 688 6.48% 8.50% -2.02%

Additional Category DivisionsGeneral Fiction 1990 1634 15.39% 19.00% -3.61%Reference 2005 54 0.51% 5.00% -4.49%Biography 1986 390 3.67% 7.00% -3.33%Professional 1999 125 1.18% 1.50% -0.32%Story Collection n/a 0 0.00% n/a n/aPaperback 1992 617 5.81% n/a n/aEasy 1993 2448 23.06% 19.00% 4.06%Board Books 2002 68 0.64% n/a n/aEasy Reader 1993 865 8.15% n/a n/a

Totals 1991 10615


Appendix O




Appendix O




000 Generalities 1998 70 0.66% 0.40% 0.26%100 Philosophy and Psychology 1992 20 0.19% 0.30% -0.11%200 Religion 1985 16 0.15% 1.40% -1.25%300 Social Sciences 1984 707 6.66% 8.80% -2.14%400 Language 1989 34 0.32% 0.50% -0.18%500 Natural Sciences/Mathematics 1991 1344 12.66% 9.60% 3.06%600 Technology 1992 636 5.99% 4.30% 1.69%700 The Arts 1992 586 5.52% 4.30% 1.22%800 Literature and Rhetoric 1989 313 2.95% 4.60% -1.65%900 Geography and History 1988 688 6.48% 7.20% -0.72%

Additional Category DivisionsGeneral Fiction 1990 1634 15.39% 28.40% -13.01%Reference 2005 54 0.51% 1.60% -1.09%Biography 1986 390 3.67% 5.50% -1.83%Professional 1999 125 1.18% 1.50% -0.32%Story Collection n/a 0 0.00% n/a n/aPaperback 1992 617 5.81% n/a n/aEasy 1993 2448 23.06% 21.60% 1.46%Board Books 2002 68 0.64% n/a n/aEasy Reader 1993 865 8.15% n/a n/a

Totals 1991 10615


Appendix O




Appendix O


Collection By Year

Decade # of Books1900 21910 41920 11930 211940 401950 1641960 6501970 11091980 19211990 33462000 3485


Total 10833


Appendix O


Collection By Year


Appendix O


Age Sensitivity




Appendix O


Age Sensitivity


Appendix O














Appendix O


363.3 ASSISTIVE TECHNOLOGY POLICY

The District acknowledges that specific technology devices or services may be necessary for use by students with special needs in order to achieve identified individual or District standards and goals. The assistive technology equipment or services will be provided in accordance with their Individualized Education Program (IEP). Determination of the assistive technology will be made on an individual basis by the IEP team. Students who do not have an IEP (including but not limited to ELL and homeless students) will be considered for assistive technology or services on an individual basis in consultation with the teacher and the building administrator. The definition of assistive technology device and service will be in accordance with the Individuals with Disabilities Education Act (IDEA). 1. Assistive Technology Device a. In general, the term `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.

2. Assistive technology service.--The term "assistive technology service" means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. Such term includes--

a. The evaluation of the needs of such child, including a functional evaluation of the child in the child's customary environment; b. Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by such child; c. Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices; d. Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; e. Training or technical assistance for such child, or, where appropriate, the family of such child; and f. Training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide

services to, employ, or are otherwise substantially involved in the major life functions of such child. Legal Ref: Individuals with Disablities Education Act (IDEA) Sections 115.76 Wisconsin Statutes

120 13(5) Cross Ref: Special Education Policy and Procedure Manual Approved: May 12, 2008

dr. jeffrey pechura superintendent of schools

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