Information & Communications Technology Plan - Malcolm Shabazz ...

Information & Communications Technology Plan
July 1, 2006 - June 30, 2009
Madison Metropolitan School District

Executive Summary
Introduction
In the years prior to 2003, the Library Media Department and the Teaching and Learning Department
submitted separate technology plans to the Wisconsin Department of Public Instruction. The 2003-
2006 Information and Technology Plan for MMSD was a joint project of the two departments with a
companion document submitted by Technical Services. During the past three years, technological
developments and budgetary challenges have created a natural, but necessary, convergence between
the two departments to the degree that the 2006-2009 Information and Communications Technology
(ICT) Plan reflects the changes in the document structure and language, dissemination strategies and
departmental responsibilities. For example, there is now a set of unified state standards for technology
and library media as opposed to two separate standards.
The 2006-09 Information and Communications Technology Plan has been created and written as a
guide for MMSD staff and students attempting to use information and technology resources to aid in
the accomplishment of District’s mission, vision and strategic objectives.
Additional information concerning the District’s Vision, Mission, Beliefs and Framework can be found at
http://www.madison.k12.wi.us/mission.htm
The ICT vision is therefore:
To use technology strategically to facilitate successful learning, child by child.
Some of the many implications of recent research in the area of information technology for educators
attempting to design long-range plans are:
A robust school library media program is an important ingredient in improving or maintaining
student achievement.
Collaborative use of technology may be more effective than individual use.
Teachers need to be involved in decisions about how technology is implemented, if that
implementation is to be effective.
Computers may be more effective when placed in classrooms, as opposed to labs.
The use of technology in instruction can have a positive impact on student achievement and
motivation, but the impact depends on the specific use of the technology and the content area.
Background Information
Student demographic data, for recent years, reveal trends in (a) enrollment, (b) race and ethnicity,
(c) income, (d) language and (e) Special Education service provision and (f) per pupil costs. Those
trends are:
Stable student enrollment (i.e., declined 1.34% from 25,046 in 1996 to 24,710 in 2005),
Increased student racial & ethnic diversity (i.e., 29.4% minority in 1996; 42.2% in
2005),
Increased levels of student poverty (i.e., 25.5% FRL in 1998; 37.2% in 2005),
Increased linguistic diversity (i.e., 5.2% in 1998 to 13.0% of student enrollment in 2005),
Increased Special Education enrollment (i.e., 13.4% in 1998 to 17.4% of K-12 student
enrollment), and,
Increased per pupil expenditures (i.e., $9,658 in 1998-99 to $12,420 per pupil in 2003-
04).
Current Status & Needs Assessment
The plan submitted in 2003 was written to reflect a time span beyond the three-year reporting cycle.
Its scope and range reached out five to ten years, recognizing that some changes happen slowly while
others occur rapidly. This current (2006) plan reflects the 2003 planning strategy to the extent that
some aspects of the plan are relatively unchanged while major shifts have occurred in other aspects,
all the while attempting to look ahead for another five to ten years. This section of the plan describes
the District’s progress towards the previous plan’s goals. A Companion Document, identifies the
ii

current status of the District’s technology infrastructure and outlines plans for improvement of that
infrastructure. Needs assessment data appears in Appendix B. Progress towards completion of the
previous plan’s goals for 2003-2006 ranged from 10% complete to 100% complete.
Goals and Objectives
The 2006-09 ICT Plan identifies four (4) goals and 20 objectives. Those four goals are:
Goal 1: Student Achievement - All students will experience a quality, standards-based,
technology-infused education that maximizes learning and encourages connectivity,
productivity and efficiency.
The objectives for Goal 1 reflect a slight change in emphasis as the new plan
addresses 21 st Century skills and assessments specifically in relation to
students as promoted by the Partnership for 21 st Century Skills.
Goal 2: Staff Effectiveness – The staff will have immediate access to the technology
needed to develop the skills necessary to effectively and efficiently enhance student learning
as well as their own personal and professional growth.
The objectives for Goal 2 have been rewritten to reflect that staff will move
through three distinct phases of technology skill development with online
professional development serving as the delivery method of choice for the
district.
Goal 3: Information Resources and Learning Tools - All staff and students will have
access to the learning tools and information resources necessary to search, evaluate, analyze,
manage, manipulate, communicate and construct information and knowledge in the teaching
and learning environment.
The objectives for Goal 3 reflect technological changes and improvements that
have occurred within MMSD that affect classrooms and offices as staff and
students use data management tools and information resources.
Goal 4: Support Systems and Leadership - The district will put in place the necessary
shared vision, staffing, policies, procedures, communication systems, infrastructure and
resources to ensure that all students reach high standards.
The objectives for Goal 4 were consolidated to reflect a greater emphasis on the
need to collaborate more efficiently across the departments and divisions of
MMSD in the use of technology.
Implementation Action Plan
Twenty objectives have been identified as appropriate steps towards accomplishment of the four goals
described above. To provide a comprehensive approach toward implementation of this plan, each
action plan has been considered in light of the research-based six essential conditions for the effective
use of technology in teaching and learning outlined in the enGauge framework (North Central Regional
Educational Laboratory (NCREL), c2004).
Forward Thinking, Shared Vision
Effective Teaching & Learning Practice
Educator Proficiency
Digital Age Equity
Robust Access
Systems and Leadership
Projected Budget
The budget section of the Information and Communications Technology (ICT) Plan reflects only the
portion of the funding from Title II-D of the Elementary and Secondary Education Act and the
Technology and Learning Division operating funds. Other sources of funds to support the ICT Plan are
integrated into several other district budgets that cross divisions and departments, including Library
Media Services Division operating funds, the Common School Fund, and the 2005 Referendum for
instructional equipment and technology. In addition to funds from these and other budgets supporting
the Information and Communications Technology Plan, the Plan will, in turn, provide direction for
future budgetary decisions.
iii

Dissemination
In addition to presenting this report to the Board of Education at a public meeting, the written
document will be posted on the District’s web site.
Printed versions of the plan will be made available to stakeholders, participants and impacted parties.
Monitoring and Evaluation
Assessment of the plan and progress towards accomplishment of plan goals and objectives will follow
the Assessment Framework. This assessment framework is adapted from the SETDA National
Leadership Institute. The SETDA National Leadership Institute produced a Toolkit, designed to help
states to implement No Child Left Behind. The toolkit concentrates on five themes: Scientifically Based
Research, Technology Literacy Assessment, Common Data Elements, Evaluating Effective Teaching
and the National Education Technology Plan.
The director of each department which has responsibility for implementing activities designed to move
the district toward achievement of the objectives and, ultimately, goals will name a “point person”
to take the lead on each activity. This person will develop a task analysis of the activity and guide the
implementation of each task (e.g., professional development, purchasing guidelines, adult literacy).
The District’s Technology Council will convene quarterly meetings with all of the “point people” for
each goal. At these meetings participants will (a) review the data elements specified for evaluation,
(b) assess progress to date and (c) make appropriate mid-course corrections.
iv

Information and Technology Plan
July 1, 2006 – June 30, 2009
Madison Metropolitan School District
Department of Teaching and Learning
Mary Ramberg, Executive Director
Contact Persons:
Joan Peebles
Coordinator, Technology & Learning
jpeebles@madison.k12.wi.us
608-663-5228
Kurt Kiefer
Director of Research and Evaluation Services
kkiefer@madison.k12.wi.us
608-663-4946
Mark Lea
Coordinator, Library Media Services
mlea@madison.k12.wi.us
608-663-1925
Kelly Pochop, Online Learning Facilitator
kpochop@madison.k12.wi.us
608-663-5239
Companion Document:
MMSD Technology Environment:
Current and Future State
Roger Price, Asst. Superintendent for Business Services
Contact Person:
Mark Evans, Director of Technical Services
mhevans@madison.k12.wi.us
608-663-5430
Submitted by:
Art Rainwater, Superintendent of Schools
Signature of Superintendent
Board Approved on Monday, June 12, 2006
v

With Contributions from:
Pete Dally-Steele
Connie Greene
Joan Cardarella
Teri Gregory
Deb Schmidt
Laura Holt
Cindy Koehn
Sue Schmitz
Nancy Gloe
Mary Clark
Pam Metzger
Terri Regner
Rose Ann Ableidinger
Cathy Gilmore-Nelson
Tina Enemuoh
Kim Dahl
Linda Nelson
Shannon Dolan
Nancy Kieraldo
Stacy Pipson
Julie Weis
John Roberts
Bill Rettig
Colleen Stilson
Pat Maniaci
Janice Zwettler
Sean Storch
Gail Borchers
Jean Dunn
Mary Connor
Tia Viney
Patty Schultz
Shirley Raymakers
Reeves Smith
Kris Brown
Renee Hoxie
Lynn Glueck
Laureen Yoshino
Melissa Pollasky
Ron Goral
Carol Kaufman
Sharon Neylon
Lisa Roscoe
Maureen Ellsworth
Betsy Weber
Dennis Tande
Don Crary
Kurt Kiefer
Jennifer Vena
Sheri Boser
Sarah Huibregtse
Anna Moss
Jeff Hatori
Patricia Hill
Jeanne Dally-Steele
Eileen McGlynn
Allis
Allis
Black Hawk
Chavez
Chavez
Cherokee
Cherokee
Crestwood
Crestwood
East
East
Ed Services
Elvehjem
Elvehjem
Emerson
Falk
Falk/Spring Harbor
Franklin
Glendale
Gompers
Hamilton
Hawthorne
Huegel
Jefferson
Kennedy
Kennedy/Lowell
LaFollette
Lake View
Lapham
Leopold
Leopold
Lincoln
Lindbergh
Lowell
Memorial
Memorial
Mendota
Midvale
Midvale
MSCEL
MSCEL
MSCR
MSCR
Muir
O'Keeffe
O'Keeffe
Orchard Ridge
Research & Eval.
Sandburg
Sandburg
Sennett
Shabazz/Black Hawk
Sherman
Shorewood
Shorewood/Muir
Spring Harbor
Angela Read
Casey Hopp
Welda Simousek
Becky Finnerud
Math Leadership Team
Vicky Woider
John Flannery
Marcia Thieling
Joni Theobald
Pam Nibbe
Mare Batchelor
Leah Creswell
Marsha Tortorice
Sarah Moore
Ellen Pryor
Gail Snowden
Tina Krouth
Marcy Voss
Amy Wilcox-Owens
Stephens
Stephens
TAG
TAG
T & L
Technical Services
Thoreau
Thoreau
Title VII
Toki
Van Hise
Van Hise
Video Library
West
West
West
Whitehorse
Whitehorse
Wright
With additional
information from:
Technology-based
Partnerships and
Initiatives
See Appendix C
vi

Table of Contents
Executive Summary ...........................................................................ii
Table of Contents.............................................................................vii
Introduction ......................................................................................8
A. Analysis of Relevant Research and Best Practices.....................................9
1. A Robust Library Program..........................................................................9
2. Sustained Systematic Professional Development ........................................ 10
3. Effective Student Use of Technology ......................................................... 10
4. Authentic Inquiry / Problem-based Learning Units ...................................... 12
5. Staff Adoption and Effective Use of Technology During Teaching Practices ..... 13
6. Recent Research..................................................................................... 13
7. Summary of Technology Research ............................................................ 14
B. Information & Technology Vision and Mission Statements......................15
Background .....................................................................................16
A. Overview of the District ..........................................................................16
B. Demographics .........................................................................................16
Figure 1 - MMSD Enrollment by Race & Ethnicity 1996-2005............................ 17
Figure 2 - MMSD LEP Enrollment .................................................................. 18
Figure 3 - Students Participating in Free & Reduced Lunch 1998-2005 .............. 19
Figure 4 – Special Education Enrollment 1998-2005 ....................................... 19
Figure 5 - Cost per Pupil 1998-99 – 2003-04 ................................................. 20
Demographic Summary............................................................................... 20
C. Program History & Description................................................................20
History of Library Media Program ................................................................. 20
History of Instructional Technology Program.................................................. 23
D. Planning Process.....................................................................................24
Community Resources and Collaborators....................................................... 25
District Information & Technology Planning Team........................................... 25
Needs Assessment / Current Status ................................................26
A. Current Status - Progress Toward Previous Plan’s Goals.........................26
B. Current Status.........................................................................................36
Goals ...............................................................................................58
Action & Implementation Plans .......................................................63
Projected Budget.............................................................................83
Assessment Framework...................................................................91
Dissemination, Monitoring, Evaluation and Revision .....................115
References ....................................................................................116
Appendices ................................................................................... A-C
MMSD Technology Environment: Current and Future State................1
Attachments .................................................................................. 1-6
vii

Introduction
Information & Communications Technology Plan
The Madison Metropolitan School District Information & Communications Technology (ICT)
Plan has been developed in fulfillment of the requirements of Standard (h), of the 20
Wisconsin Educational Standards and for funds available through Title II-D (Enhancing
Education Through Technology) of the No Child Left Behind Act of 2001. In addition to
meeting the requirements necessary to comply with State law and to access certain federal
funds, development of this plan has provided professional educators with the impetus to
take a close look at the district’s current status and needs and then study, reflect and
dream about how information and technology can enhance student achievement.
This process resulted in articulating four major goals for the use of information and
communications technology for the district. One goal is directly related to student
achievement and opportunity to learn 21 st Century skills:
All students will experience a quality, standards based, technology infused
education that maximizes learning and encourages connectivity, productivity and
efficiency.
The other three goals are indirectly related to student achievement and 21 st Century skills;
if met, these goals will enhance the system and the desired outcome will be increased
student achievement and access to challenging, diverse and contemporary curriculum and
instruction:
All staff will have immediate access to technology and the skills necessary to
effectively and efficiently use the technology to enhance student learning and
staff effectiveness.
All staff and students will have access to the learning tools and information
resources necessary to search, evaluate, analyze, manage, manipulate,
communicate and construct information and knowledge in the teaching and
learning environment.
The necessary shared vision, staffing policies, procedures, communication
systems, infrastructure and resources will be in place to ensure that all students
reach high standards.
The plan is far-reaching. While specifically focusing on the next three years, it provides
direction to the district beyond that limited time. The scope of the plan allows for the plan
to be iterative so the District can be in a PDSA continuous improvement cycle (plan do
study act plan etc.) with regard to enhancing student achievement and access to
contemporary curriculum by strategic implementation of an information and
communications technology rich learning environment.
This plan, however, addresses only information and communications technology in service
of student achievement and opportunity to learn 21 st Century skills. It clearly presents a
case for the critical need for students to have ubiquitous access to the technology. Without
access, the vision of enhancing student achievement and student opportunity to engage
with contemporary curricula, is a mirage. Thus, to make the vision a reality, it is essential
to give equal attention to the companion document to this plan, MMSD’s Technology
Environment: Current and Future State. This document addresses the District’s
infrastructure, the desktop environment, applications.
8

Introduction
A. Analysis of Relevant Research and Best Practices
A review of recent research concerning the impact of information technology on student
achievement suggests the following organizing concepts (a) a robust school library media
program, (b) sustained systematic professional development, (c) effective use of technology
by students that fosters higher order thinking, (d) authentic inquiry/problem-based
learning, and (e) staff adoption and use of technology during teaching practices.
1. A Robust Library Program
There is a significant amount of recent research concerning student achievement and the
presence of high quality school library media programs. The watershed study concerning
student achievement, the “Colorado Study,” was completed by Keith Curry Lance, Lynda
Welborn and Christine Hamilton-Pennell in 1993. In regard to student achievement, that
study concluded that:
The size of a library media center’s collection and staff is a strong predictor of academic
achievement,
The instructional role of the school library media specialist (SLMS) influences the
collection and ultimately, academic achievement,
LMC expenditures influence staffing levels, collection size, and ultimately,
academic achievement,
Of school and community variables, only the absence of at risk factors was a
stronger predictor of student achievement than variables related to LMC size
(Lance, Welborn, Hamilton-Pennell, & Colorado. State Library & Adult Education
Office, 1993, p. 92).
Subsequent replications of the first Colorado study, in Alaska (1998), Pennsylvania (1999),
Oregon (2000) and a second time in Colorado (1999) using similar methodologies generated
similar findings. Some of those findings are:
Level of LMC program development was a strong predictor of student
performance,
Level of staff activities related to the teaching of information literacy were strong
predictors of student performance,
Individual visits to the LMC were correlated to test scores, and
The availability of Internet-capable computers in the LMC was related to test
scores (Lance, 2002).
In addition to the Colorado-styled studies, some of the other studies of note featuring
correlations between student achievement and library media programs are the
“Massachusetts Study” and the “Texas Study.”. Results of the Massachusetts study revealed
positive correlations between Massachusetts Comprehensive Assessment Scores scores and:
The existence of a school library,
Per pupil book counts,
Increased student use,
Library hours,
The existence of a library instruction program,
The presence of a full-time librarian,
The presence of non-professional assistance,
Curriculum aligned with state standards (especially in schools with a high
percentage of free and reduced lunch), and
At the high school level, the presence of a library automation system (Baughman,
2000, p. 4).
9

Introduction
The Texas Study, comparing Texas Assessment of Academic Skills (TAAS) results with a
host of demographic and school programmatic variables, found:
Socio-economic indicators were the best predictors of student test performance,
52% of schools with librarians met minimum TAAS expectations, while only 21%
of schools without librarians met minimum TAAS expectations, and
Library variables explained four percent of student performance in reading at the
elementary level, 3.9 percent at the middle school level and 8.2 percent at the
high school level (Smith, 2001, p. 14).
All of the recent research on the impact of school library media programs on student
achievement, as measured on standardized tests, indicate a positive correlation between
achievement scores and (a) materials collection size, (b) staffing levels, and (c)
expenditures.
The Wisconsin Department of Public Instruction maintains a webpage devoted to links to
recent research on the impact of school library media programs on student achievement at
http://dpi.wi.gov/imt/relevres.html
2. Sustained Systematic Professional Development
Staff development, in Fullan’s words, “is conceived broadly to include any activity or
process intended to improve skills, attitudes, or performance in present or future roles” (M.
G. Fullan, 1990, p. 3). Many of the characteristics of a positive school culture, including
“norms of continuous learning and improvement” and “opportunities for staff reflection,
collective inquiry and sharing personal practice” (Peterson, 2002, p. 11), are directly related
to staff development efforts. In general, the staff development that makes a difference in
teacher practice focuses on (a) content, (b) involves hands–on activities and (c) “is
integrated into the daily life of the school” is more likely to produce improvements in staff
knowledge and skills (Gordon, Moore, & Gordon, 2001, p. 935).
3. Effective Student Use of Technology
The Impact of Education Technology on Student Achievement (Schachter, 1999) provides a
useful overview of the research related to the impact of technology on student achievement.
This report analyzed the results of the 5 largest studies of education technology prior to the
year 2000. These five largest studies and the findings in each regarding the impact of
technology on student achievement are as follows:
Meta-analytic studies of findings on computer-based instruction (Kulick
1994)
Students usually learn more in classes using computer-based instruction. There
is some evidence that students in special education may benefit more than
students in regular education classes from computer-based instruction,
College and adult students seem to learn more in less time when they receive
computer-based instruction.
Students seem to enjoy their classes more when computer-based instruction is
included.
Computer use did not always generate positive affects on student attitude.
Research Report on the Effectiveness of Technology in Schools (Sivin-
Kachala and Bialo 2000)
Statewide technology improvement measures have been correlated to
improvements on standardized tests in Idaho and West Virginia.
Use of word processing software and/or e-mail positively impacts writing skills of
students.
10

Introduction
Students using technology that focuses on problem-solving, and hands-on
experimental activities in mathematics classes demonstrate superior conceptual
knowledge.
In social studies classes, learning advantages were noted for students who
develop multimedia presentations.
Kindergarteners who are technology users demonstrate greater ability in the
areas of vocabulary, reading comprehension, and conceptual knowledge.
Special needs student populations have improved achievement as a result of
technology use. Speech recognition technologies are especially valuable for the
learning disabled.
When concepts involve a visual component, interactive video is effective.
There seems to be little, if any, proof that there are significant differences
between in the effectiveness of instruction that originates locally and instruction
delivered via distance education technologies
Technology can also play a key role in improving student motivation and selfconcept
especially in language arts and writing instruction, mathematics
instruction, science instruction, telecommunications technology, and video
technology.
Apple Classrooms of Tomorrow --ACOT (Baker, Gearhart and Herman 1994;
Schachter 1999)
The ACOT experience appeared to “result in new learning experiences requiring
higher level reasoning and problem solving” (Schachter),
ACOT participation positively impacted student attitudes (Schachter),
Teacher practices shifted toward more collaborative group work and away from
lecturing (Schachter).
When comparing correlations between student participation in ACOT and
performance on the 1990 Iowa Test of Basic Skills (ITBS) results were mixed
(Baker, Gearhart, & Herman, 1994).
West Virginia Story (Mann, Shakeshaft, Becker and Kottkamp 1999)
The Basic Skills/Computer Education program consisted of three components (a)
software focusing on basic skills in reading, language arts and mathematics, (b) enough
computers to enable easy and regular student access, and (c) professional development
for teachers in the use of the skills software and computers in general.
11% of the total variance in test scores was attributable to participation in the
BS/CE program.
Schools that deployed computers to classrooms rather than labs saw their
students perform better in math and in overall scores. For students from
distributed environments the BS/CE program accounts for 19% of variance in test
scores..
Does it Compute The Relationship between Educational Technology and
Student Achievement in Mathematics (Wenglinsky, 1998)
At the fourth grade level, there was a negative relationships between frequency
of home and school computer use, and using computers for drill and practice and
mathematics achievement,.
At the fourth grade level, there were positive effects for teacher professional
development on use of learning games and ultimately the use of learning games
on academic achievement in mathematics
At the eighth grade level, the relationship between home use of computers and
academic achievement is positive
At the eighth grade level, there is a positive relationship between student
achievement and the use of computers for problem-solving and a negative
relationship between student achievement and the use of computers for drill on
basic skills.
11

Introduction
Effect of Computers on Student Writing: A Meta-Analysis of Studies from
1992 to 2002 (Goldberg, Russell, & Cook, 2003)
The use of computers in student writing, increased both the quantity and quality
of student writing.
On average, the effects on quantity and quality of student writing were found to
be larger at the secondary level than at the elementary level.
In general, student writing using computers is more of a collaborative process
than student writing using pencil and paper technology.
Learning with Technology (Marshall, 2002)
Watching the television programs such as Blue's Clues, Choices and
Consequences, and Sesame Street has been shown to impact viewers' flexible
thinking, problem solving, and pro-social behaviors, verbal aggression, and
subsequent performance in reading mathematics, school readiness and
vocabulary.
5-year-old viewers of Sesame Street were subsequently found to have
significantly better grades in science, English, and mathematics as 15 to 20-yearolds.
When students use computers for problem solving in mathematics they
demonstrate greater achievement standardized tests.
When computer reading games were used with remedial reading students,
students exhibited “significant knowledge gains and improved attitudes toward
reading,” and
When computer simulations were used with learning-disabled (LD) students, they
scored significantly higher than conventionally taught students.
The Digital Disconnect (Levin & Arafeh, 2002)
Internet-savvy students use the Internet to help complete their homework,
Internet-savvy students use the Internet for other education-related purposes,
The most frequently used student metaphor for the Internet was virtual library,;
other metaphors included virtual textbook, tutor, study group, locker, and
guidance counselor,
Most student educational use of the Internet occurs outside the school day
Students identified the greatest barrier to use of the Internet at school as quality
of access,
Students expressed a desire for better coordination of classroom use and out-ofschool
educational use of the Internet, and
Students urged schools to make efforts to “ensure that high-quality online
information to complete school assignments be freely available.”
In short, some technology use impacts student learning while others make no difference
(Dwyer 1994; Butzin 2001). A summary of the research conducted cited by Barnett in the
October 2001 ERIC Digest indicates that in regard to learning with computers (i.e., using
computers as tutors) and learning from computers (i.e., using the computer as a tool in
learning process for communication, collaboration, research or publishing) is effective when
students have easy access to the technology; technology is in the classroom (as opposed to
the lab); ongoing teacher training is provided; reform of teaching practices is evident with a
balance between traditional instruction (e.g., teacher as expert) and that of construction
(teacher as facilitator); the software meets student needs and instructional objectives. The
effective student use of technology is realized when students “deepen their understanding of
academic content and advance their knowledge of the world around them” (Barnett, 2001).
4. Authentic Inquiry / Problem-based Learning Units
For purposes of this discussion, authentic inquiry is defined as the process of using
questioning in connection with real-world variables to promote understanding. In “Five
12

Introduction
Standards of Authentic Instruction,” Newmann and Wehlage (1993) suggest that five
variables control the degree to which authentic instruction is said to take place. Those
variables are (a) higher-order thinking, (b) depth of knowledge, (c) connectedness to the
world beyond the classroom, (d) substantive conversation and (e) social support for student
achievement (Newmann & Wehlage, 1993, p. 10).
The use of technology has tremendous implications for the degree to which schools can
make authentic inquiry available to students. Technology can be used by students to
acquire and manipulate data, to produce authentic final products, and to assess their own
work and the work of others. There is evidence that when computers are used in tasks
related to higher-order thinking, they are associated with significant achievement and
learning gains (Kimble, 1999).
5. Staff Adoption and Effective Use of Technology During Teaching
Practices
Most of the research involving staff adoption and effective use of technology is anecdotal in
nature. Many of the policy statements, or sets of recommendations, follow similar patterns.
In Technology in American Schools, focus is placed on the importance, of (a) learners, (b)
the learning environment, (c) professional competency, (d) system capacity, (e) community
connections, (f) technology capacity and (g) accountability (Lemke & Coughlin, 1998).
Ringstaff and Kelley (2002) place emphasis on the importance of “changing teacher beliefs
about teaching and learning” (Ringstaff & Kelley, 2002, p. 16).
Sivin-Kachala’s and Bialo’s (2000) research into the effective use of technology during the
learning experience suggests that:
The teacher’s role is critical in “creating an effective, technology-based environment”
Teacher involvement in decisions about how computers are used may be more
important than what technology is used.
Collaborative learning practices have been found to be more effective, especially for
low-ability, or female students, than students working individually on computers
Learner as multimedia designer activities have been shown to positively influence
student attitudes.
Writing activities involving the use of a computer have been shown to more
accurately assess a student’s performance, than assessments relying solely on
writing by hand (Sivin-Kachala & Bialo, 2000, p. 11).
In The Impact of Technology on Learning, Kimble (1999) suggests technology is
implemented most effectively when (a) educators make decisions about the best way to use
technology based on context and content and then (b) seek training specifically addressing
intended use.
6. Recent Research
Since the date of the last MMSD Information & Technology (2003), a significant amount of
additional research in the area of best practices in technology use in the classroom and the
importance of library media programs on student achievement has been reported. Many of
the recent studies confirm the results of previous research. New statewide studies from
Illinois (Lance, Rodney, & Hamilton-Pennell, 2005), Indiana (Callison, 2004), Ohio (Todd &
Kuhlthau, 2004) and Delaware (Todd, 2005) have each served to confirm previous findings
and have each added unique new understanding to the subject.
Wisconsin’s own study of school library media programs (Smith, 2006) was completed in
the spring of 2006, but has yet to be published. One key finding of the Wisconsin Study
13

Introduction
appears to be related to the relationship between LMC staffing levels and student
achievement in reading and language arts. Higher WKCE scores in reading and language
arts, were found to correlate with higher levels of library staffing at all educational levels
(Smith, 2006, p. 10). The Wisconsin study indicated that staffing levels explained 3.4% of
WKCE reading scores and 3.2% of WKCE language arts scores at the elementary level. LMC
staffing levels were also found to account for 9.2% of WKCE reading performance at the
middle school level. At the high school level, LMC staffing was found to account for 7.9% of
the variance in WKCE reading scores and a whopping 19% of WKCE language arts variance
(Smith, 2006, p. 11)
7. Summary of Technology Research
Some of the many implications of recent research in the area of information technology for
educators attempting to design long-range plans are:
A robust school library media program is an important ingredient in improving or
maintaining student achievement.
Collaborative use of technology may be more effective than individual use.
Teachers need to be involved in decisions about how technology is implemented, if
that implementation is to be effective.
Computers may be more effective when placed in classrooms, as opposed to labs.
The use of technology in instruction can have a positive impact on student achievement and
motivation, but the impact depends on the specific use of the technology and the content
area.
14

Introduction
B. District Information & Technology Vision and
Mission Statements
The vision of the Madison Metropolitan School District expresses the District’s
commitment to the future: We are committed to successful learning, child by child.
The role of the school district in transforming that vision to action is articulated in the
District’s mission – to assure that every student has the knowledge and skills needed
for academic achievement and a successful life.
The District information and technology vision and mission support the District’s
vision and mission.
Thus, the District’s Information and Technology vision:
To use technology strategically to facilitate successful learning, child by
child.
And the District’s Information and Technology mission:
To empower staff and student learning through
technology to assure that every student has the
knowledge and skills needed for academic achievement
and a successful life which includes accessing,
manipulating and communicating information effectively
as productive citizens in a global society.
The District Information and Technology vision and mission are also directly related to the
District’s Strategic Priorities:
Instructional Excellence: improving student achievement and offering
challenging, diverse and contemporary curriculum and instruction
Student Support: assuring a safe, respectful and welcoming learning
environment
Staff Effectiveness: recruiting, developing and retaining a highly
competent workforce that reflects the diversity of our students
Home and Community Partnerships: strengthening community and
family partnerships and communication
Fiscal Responsibility: using resources efficiently and strategically.
Additional information concerning the District’s Vision, Mission, Beliefs and
Framework can be found at http://www.madison.k12.wi.us/mission.htm
15

Background
A. Overview of the District
Located in the south central portion of the state, Madison, Wisconsin has a population of
208,054 persons and is the home of the University of Wisconsin and the State Capitol. The
City of Madison includes 4 lakes, 13 city beaches, 208 parks and 4,700 acres of parkland.
Madison is located within Dane County, which has 35 lakes and 19 parks. Milwaukee is 77
miles east and Chicago is 146 miles southeast.
Over the past several years, Madison has been recognized as one of the best places to live
in America: Money Magazine named it the best place to live in America (Marable & Fried,
1996) and ranked Madison's schools #1 (Fried & Kim, 1997) among the nation's 300 largest
metro areas. Outside magazine calls it a "Dream Town". USA Today listed Madison among
the top 10 cities to live. Population Connection, the organization formerly known as Zero
Population Growth (ZPG) ranked Madison as the 3 rd most “Kid Friendly” large city in the
country (Population Connection, 2004) and Ladies Home Journal gave Madison Schools a
score of 100% when it ranked Madison the "best place for women to work". Business
magazine Expansion Management gave Madison Schools its perfect ranking among 1,000+
schools nationwide for its demonstrated ability to graduate successful students.
The Madison Metropolitan School District is the second largest school system in Wisconsin
with a 2005 enrollment of 24,490 students in 30 elementary schools, 11 middle schools, 5
high schools, and several alternative programs, a total staff of over 5,300 and a 2005-06
operating budget of $320 million. Since 1982, seven (7) MMSD schools, including Crestwood
Elementary (1991-92), East High School (1988-89), Madison Memorial High School (1990-
91), John Muir Elementary (1991-92), LaFollette High School (1983-84), Van Hise Middle
School (1986-87) and West High School (1984-85), have been identified as Blue Ribbon
Schools by the U.S. Department of Education (U.S. Department of Education. Knowledge
Applications Division. Blue Ribbon Schools Program, n.d.). Madison Metropolitan School
District “is the only district in America with elementary, middle and high schools designated
National Schools of Excellence by the U.S. Department of Education.” (Fried & Kim, 1997)
Additional information about Madison can be obtained by contacting the following websites:
Madison Metropolitan School District – www.madison.k12.wi.us; City of Madison -
www.ci.madison.wi.us; Dane County - www.co.dane.wi.us; State of Wisconsin -
www.wisconsin.gov; Department of Public Instruction - www.dpi.state.wi.us;
University of Wisconsin – Madison www.wisc.edu.
B. Demographics
The Madison Metropolitan School District (MMSD), located in Madison, Wisconsin, is an
organization of more than “3,000 adults dedicated to providing a safe and supportive
environment for all children” (Rainwater, 2003), serving the educational needs of an
ethnically and socio-economically diverse K-12 student population of approximately 25,000
students. The ethnic and racial composition of the District’s student population reflects the
diverse nature of the Madison community. Figure 1, below, depicts student enrollment
trends in regard to race and ethnicity for the District’s student population.
16

Background
Figure 1 - MMSD Enrollment by Race & Ethnicity 1996-2005
Over the last ten years, the trend in the district has been towards an increasingly ethnically
diverse student population. In the 1996-97 school year, the District reported the racial and
ethnic composition of the student population as 0.6% Native American, 16.5% African
American, 3.8% Hispanic, 7.5% Asian, and 71.6% White. Total PK-12 enrollment on the 3 rd
Friday in September in 1996 was 25,046.
In the 2005-2006 school year, the District reported the racial and ethnic composition of the
student population as 0.7% Native American, 20.5% African American, 10.9% Hispanic,
10.2% Asian, and 57.8% White. Total PK-12 enrollment on the 3 rd Friday in September in
2005 was 24,710.
In addition to the increasingly ethnically diverse nature of MMSD, there has been growth in
the portion of the student body for whom English may not be their primary language.
Figure 2, below, depicts the ten year trends for students classified as in need of English as
a Second language (ESL), Limited English Proficiency (LEP) and Bilingual Education services.
In 1998, 1320 students or 5.2% of the K-12 student body were classified as in need of
ESL/LEP or Bilingual education services; in the year 2005, 3223 students, or 13.0% of
MMSD K-12 population were classified as in need of ESL/LEP or Bilingual education services.
17

Background
Figure 2 - MMSD LEP Enrollment
In addition to the racial, ethnic and linguistic diversity, described above, Madison is also is
very socio-economically diverse community. Statistics related to the level of student
participation in federal programs supporting free and reduced lunch (F&RL) can be used as a
proxy for the level student poverty.
Figure 3, below, depicts ten-year trends for participation in the federal free and reduced
lunch programs, by grade level.
At the elementary level, in the 2005-2006 school year, 37.2% of the MMSD student
population participated in the free and reduced lunch program. Participation, at the
elementary level in the free and reduced lunch programs, during the 2005-06 school year,
ranged from 16% (Elvehjem) to 76% (Glendale). Seven of the District’s elementary schools
had a student population enrolled in the free and reduced lunch programs equal to or less
than 25% (Kennedy, Van Hise, Elvehjem, Randall, Marquette, Crestwood, & Franklin); while
nine schools feature FRL participation levels of 60% or above (Allis, Emerson, Glendale,
Hawthorne, Lake View, Lincoln, Lindbergh, Mendota, Midvale).
Since participation in the federal lunch programs is voluntary, figures at the middle school
and high school level are generally thought to be less useful as a proxy for poverty than
those at the elementary levels. At the middle school level, participation in the free and
reduced lunch programs, during the 2005-2006 school year, averaged 41% of the student
population. Participation varied from a low of 18% at Hamilton to a high of 79% at Wright.
Three middle schools reported participation levels at or below 25% (Spring Harbor,
Jefferson, Hamilton); four middle schools (Wright, Black Hawk, Cherokee, Sherman)
reported participation levels at or above 50%.
At the high school level, participation in the free and reduced lunch programs, during the
2005-2006 school year, averaged 32% of the student population. Participation varied from
a low of 25% at West High School to a high of 75% for students in the AERO-High program.
Only one high school (West) reported FRL participation levels at or below 25%. In addition
to the AERO-High program, two other alternative programs (SAPAR, Work & Learn) also
reported FRL participation rates exceeding 50%.
18

Background
There is some evidence that student poverty is becoming more extensive in Madison.
Figure 3, below, depicts the percentage of MMSD students participating in the free and
reduced lunch programs between the years 1998 and 2005. From 1998 to 2005 student
participation in the free and reduced lunch program increased from 25.5% of the MMSD
student population to 37.2% of the student population.
Figure 3 - Students Participating in Free & Reduced Lunch 1998-2005
The Madison Metropolitan School District maintains an extensive support system for
students with disabilities. Figure 4, below, depicts the eight-year trends for students
identified with a disability receiving special education and related services. In 1998, 3,354
students, or 13.4% of student K-12 student enrollment received special education services.
In 2005, 4,259 students, or 17.4% of student K-12 student enrollment received special
education services.
Figure 4 –Special Education Enrollment 1998-2005
19

Background
Since 1998, costs associated with K-12 education have increased for the Madison
Metropolitan School District and other districts in Wisconsin. Figure 5, below depicts the
growth of per pupil costs for MMSD and other Wisconsin school districts.
Figure 5, below, compares the six-year trends associated with the per pupil expenditures
for Madison Metropolitan School District to the mean per pupil costs of the state as a whole.
It should be noted that, in 1998-99, the mean state per pupil cost of $8,297 was 85.9% of
the $9,658 MMSD expended per pupil; by the 2003-04 school year the mean state per pupil
cost of $10,229 constituted 82.4% of the $12,420 expended per pupil by the Madison
Metropolitan School District.
Figure 5 - Cost per Pupil 1998-99 – 2003-04
Demographic Summary
Student demographic data, for recent years, reveal trends in (a) enrollment, (b) race and
ethnicity, (c) income, (d) language and (e) Special Education service provision and (f) per
pupil costs. Those trends are:
• Stable student enrollment (i.e., declined 1.34% from 25,046 in 1996 to 24,710 in
2005),
• Increased student racial & ethnic diversity (i.e., 29.4% minority in 1996;
42.2% in 2005),
• Increased levels of student poverty (i.e., 25.5% FRL in 1998; 37.2% in 2005),
• Increased linguistic diversity (i.e., 5.2% in 1998 to 13.0% of student enrollment
in 2005),
• Increased Special Education enrollment (i.e., 13.4% in 1998 to 17.4% of K-12
student enrollment), and,
• Increased per pupil expenditures (i.e., $9,658 in 1998-99 to $12,420 per pupil in
2003-04).
C. Program History & Description
History of Library Media Program
The history of school libraries in Madison public schools, begins in 1902 when books from
the public library were placed on reserve in a reading room for high school students and the
public librarian began visiting the schools. During the time that school libraries were
20

Background
managed by Madison Public Library, 1902-1952, a number landmark events occurred. In
1912, the first formally organized library was established at Central High School. In 1921,
the first junior high library was established. In 1925, the first elementary library was
established. In 1952, the school board assumed control of libraries in the public schools. An
emphasis was placed on centralizing building collections and the District established a
central materials ordering and processing system.
The 1960’s were characterized by the transition of Madison school libraries from libraries to
Instructional Materials Centers (IMCs). As funding increased, a movement toward resourcebased
education with the IMC at the center of learning became a reality. In 1968, Madison
Public Schools became one of the first systems in the nation to computerize ordering and
processing.
The 1970’s began auspiciously, for Madison school libraries, with an award from the
Wisconsin Library Association (WLA) as outstanding library of the year. During the 1974-75
school year, the Program Materials Selection (PMS) process for selecting new instructional
materials was implemented, supported by an extensive preview process coordinated by the
Textbook Library (later known as the Instructional Materials Selection Center or IMSC). In
1976, a centralized audiovisual collection was established and the first school in the district
(Orchard Ridge) was wired for cable television.
In 1980 all of the schools are wired for cable television and local educational access is
started on Channel 27. 1980 also saw the beginning of the electronic repair program as a
revenue source for the District, when the District began selling its services to local school
districts and public libraries.
Redesigning Library Services: A Manifesto (Buckland, 1992), provides us with a model for
the change that has taken place in Madison school libraries over the span of the last twenty
years. In Redesigning Library Services, Buckland suggests that library technology has
recently undergone two major transitions. The first transition in library technology occurs
when libraries move from the paper library, to the automated library. The second transition
in library technology occurs when libraries move from the automated library to the
electronic library (Buckland, 1992, p. 6).
According to Buckland, the paper library is distinguished by storing information in paper
form, by providing access through paper indices and by conducting its operations on paper.
In the paper library materials are (a) owned by the library, and (b) acquired in anticipation
of use. The automated library still stores information, for the most part, in paper form, but
in contrast to the paper library, provides access to its collection and conducts its operations
by computer. Finally, the electronic library is characterized by (a) storing information, (b)
indexing that information and (c) conducting its operations by computer. In the electronic
library, library patrons typically access information at the time of use, but libraries may not
permanently acquire and/or store the information.
Madison schools began the transition from the paper library to the automated library in
1983, when an LSCA grant made it possible for MMSD libraries to begin adding their records
to the statewide bibliographic database (WISCAT). In 1983 members of the District IMC
Supervisory Committee (DISC) begin discussions with the instructional computing
coordinator focusing on a long-range computing plan. In 1986, reflecting national trends,
MMSD school libraries undergo another name change from IMC to Library Media Center
(LMC). In 1986 a “Long Range Plan for Cable/Video Services” was developed and regular
evening programming on Cable Channel 27 started. In 1986, CD-ROMs begin to appear in
MMSD libraries. In 1987, the Department of Media, Information & Communication was
21

Background
formed, the first locally-produced programs air on MMSD's cable channels, and automation
of LMC catalogs, using Follett's Circ+ program, begins with pilot projects at Shorewood & La
Follette. In 1988, bar coding of La Follette and Shorewood collections begins; Shorewood's
circ system is operational by the end of the school year. Database searching instruction
begins for selected high-school students. MMSD's manual and video, "Copyright and You,"
are completed and distributed to schools. In 1989, a satellite dish installed, secured through
fund raising campaign by parent with matching funds from school board. In 1989-90 school
year, bar coding of more school collections, plus the Educational Reference Library (ERL),
continued and the 'Long-Range Plan for Technology" was adopted by BOE.
During the 1990’s many technology initiatives were begun, including (a) implementation of
the Long Range Plan for Library Media Technology, (b) the introduction of the REACH
program (1990-91), (c) the installation of security gates at most middle and high schools
(1991-92). In the early 1990’s most of MMSD’s libraries install their first library automation
systems.
The third library technology paradigm Buckland describes is the transition from the
automated to the electronic library. That transition for Madison schools arguably begins with
the introduction of Gopher, and e-mail services. At least three factors seem to be driving
the current transition from the automated library to the electronic library (a) increased
serial costs, (b) increased access to the Internet, and (c) the increasing availability of
information stored in digital form. Increasing serials costs have been problematic for
collection developers at least since 1984 (Miller, 2000, p. p. 648). Many libraries have dealt
with the crisis by reducing the number of journal titles to which they subscribed. The loss of
subscribers has caused journal publishers to further increase subscription costs in an
attempt to recoup lost revenues. When faced with a choice between access and ownership;
raising journal costs have provided yet another incentive for libraries to move toward the
electronic model. The choice between ownership and access is not necessarily an exclusive
one. According to Genevieve Owens, the point is "not to replace ownership with access but
to incorporate access into our collecting efforts to maximize our purchasing power and best
serve our patrons" (Owens, 1994, p. 62)
The mid-1990’s see MMSD libraries still in the process of attempting to finalize the
transition to an automated library, while beginning the transition to the electronic library
model. In 1994 Gyneth Slygh heads a committee attempting to establish a union catalog. In
1995, MMSD launches its first formal web presence in the form of the Electronic Library, a
collection of pre-selected Internet sites. In 1996 DRA union cat/purchasing software is
acquired and installed. The union catalog does not include a circulation module.
As of the 2005-06 school year, Madison Metropolitan School District LMCs now contain over
800,000 items listed in a single centralized bibliographic database; including 6,000 titles
listed in the video library; and approximately 21,000 items listed in the ERL and IMSC. Each
LMC, with the exception of Shabazz HS, Black Hawk MS, Jefferson MS, Wright MS and
Spring Harbor MS is staffed by at least one full-time media specialist. The District has
access to the online databases provided by BadgerLink and spends over $125,000 per year
for the additional online information resources listed in the paragraph below.
Between the years 2003 and 2006, changes in district accounting and budgeting practices
and software (Lawson) allowed for the replacement of the obsolescent DRA union catalog
with a centralized bibliographic database and circulation system (Sagebrush Accent)
accessible from any Internet location. As of April 2006, the central bibliographic database
included approximately 375,000 unique bibliographic records and included the holdings of
all LMC collections, the Video Library and the Madison School & Community Education
22

Background
Library (MSCEL). By the end of the 2005-06 school year, district-wide spending on library
materials had increased substantially and the number of databases accessible to students
and staff both within the District and remotely had expanded from a single title in 2003 (i.e.
World Book online) to over 8 titles including, Culturegrams, Webster’s Unabridged
Dictionary, Encyclopaedia Britannica, Compton’s, Enciclopedia Universal en Español,
netTrekker, and United Streaming. During the 2003 – 2006 time period, the District library
media program faced challenges similar to many other departments. Reduced staffing levels
for both support personnel and library media specialists have negatively impacted the
quality of service provision at many schools and have been particularly acute at the
secondary level were Affiliated Alternatives H was forced to eliminate its program and Black
Hawk Middle School and Jefferson Middle School reduced their professional staff to .5 FTE
and Toki Middle School reduced its professional LMC staff to .9 FTE.
History of Instructional Technology Program
An Instructional Computing coordinator position was established in the 1980s as part of the
Curriculum and Instruction Department. The position was vacant for a year and a half
period in the early nineties and the position was filled again in August 1992 with the hiring
of Joan Peebles. The focus at that time was working with school representatives to discuss
and decide upon computer purchases (hardware platform, peripherals and software.)
Standards were established, purchases were made (with a multi-year phasing-in plan for
schools), school computer committees were active and excitement (for those that received
computers) and frustration (for those waiting for subsequent years) were prevalent.
Neither staff development nor technical assistance were widely available from the district
during this period, and schools struggled to do everything from unpack computer boxes to
load software during their planning periods.
In 1993 a “teacher in residence” position was added to assist the Instructional Computing
Coordinator as school purchases and needs continued to expand. The summer of 1994
brought the first widespread staff development offerings in the form of the “June Potpourri”,
a series of 25 classes, a joint initiative between Instructional Computing and Title 1. In
response to the growth of technology within MMSD, the district’s organization structure
changed with the creation of the department of Instructional Technologies during the 1994-
95 school year. Joan Peebles assumed responsibility for the new department, which also
employed three tech integration support staff.
The formation of the Instructional Technologies Department changed the focus of the
coordinator’s work from instructional purchasing/electrical capacities/software standards
teams to District Wide Technology Professional Development for all staff. Between 1995
and 2000, Instructional Technologies staff ranged between 4-7 positions. The mission of
the Instructional Technologies Department was to “ensure student/staff success in an
evolving technological society by supporting the school community in integrating technology
into teaching, learning and productivity.” Professional Development opportunities were
regularly offered to all MMSD staff in the areas of productivity, integration and data. In
addition to hundreds of courses offered each year, resource teachers were embedded at the
elementary level to coach, model, meet with teams and write curriculum. During this
period, a model Elementary Technology Guide was published, a District Keyboarding plan
implemented, elementary and middle school standards were written as well as an
elementary tech assessment. Regular meetings were held with representatives from
middle, elementary and high schools and at least a dozen grants were written, funded and
implemented. A technology training center, the “SPOT”, was established at Hoyt School and
continuously scheduled with classes ranging from data academies, web publishing,
productivity and training on curricular packages such as Nova Net. During this period, Staff
Technology Goals were established for all instructional and non-instructional staff, though
23

Background
never formalized, and as a result technology staff development continued to be “optional”
(as it is today.)
As budget cutbacks plagued the district in 2000, the Instructional Technologies Department
was integrated into the Teaching and Learning Department and four of the remaining staff
transferred into new roles. The tech integration specialists supported specific curricular
area initiatives and the coordinator position evolved as the Coordinator of Technology and
Learning. Her role took its third iteration, that of addressing the K-12 Workforce
Preparedness: 21 st Century Skills as well as looking at technology options to support
educational equity, options and opportunity. The online learning initiative as well as
establishing new high school curricular options are both a major outgrowth of this work. By
the 2002-03 school year, budget cuts had slashed the remaining tech integration positions,
and the Coordinator of Technology and Learning remains as the only district instructional
tech support for MMSD. This position plays a key role in both the writing and
implementation of all aspects of the 2006-09 Information Technology Plan, heading the
Online Learning Consortium and being the primary contact for all issues dealing with the
instructional applications of technology.
With continued budget and human resource cutbacks between 2003-2006, the focus for the
coordinator was limited to the following areas:
Virtual Learning: A robust infrastructure has been built to deliver online options for
both staff and students.
High School Information Technology Pathways: A five-year plan was developed and
submitted to DPI for funding. Year 1 has been funded to date, which allowed the
infrastructure to be built. Year 2 was submitted to DPI as of Spring, 2006.
Emerging digital tools for communication/course delivery/collaboration: An array of
digital tools have been evaluated and piloted to assist staff in: web-based
instructional delivery, collaboration, communication and data collection. The tools
lay the groundwork for the next generation delivery of student and staff courses.
Assessment and Reporting: A Grade 8 Assessment was developed and piloted (to
meet NCLB requirements) and changes were made/planned in both the elementary
and middle level report cards for reporting technology growth.
InfoTech Standards: After a committee review of the MMSD Technology Standards
and MMSD Library Media Standards, the Wisconsin Model Academic Standards for
Information & Technology Literacy were officially accepted for MMSD.
D. Planning Process
The core team (Joan Peebles, Mark Lea, Kelly Pochop and Mark Evans), in consultation with
a broad variety of stakeholder groups, coordinated the data gathering, analysis and writing
of the 2006-2009 Information & Communications Technology (ICT) Plan.
During that timeframe, a variety of approaches were used to collect data: Focus groups,
individual interviews, large group input/feedback sessions, document review, informal and
formal meetings, observation, web reviews of current MMSD technology, and research.
Input and data collection involved many sources and staff, with a sample of those names
and groups listed below.
The core team met biweekly during between January-May to generate issues, harvest and
evaluate data and write the draft for the 2006-2009 Information & Communications
Technology (ICT) Plan. Decisions were made to retain the format and well as goal areas
from the 2003-2006 plan, and data was used to review/rewrite objectives, current status
and action plan documents.
24

Background
Community Resources and Collaborators
a. Public Libraries
The Madison Metropolitan School District has close ties with the South Central Library
System. The South Central Library System serves nearly 700,000 people in Adams,
Columbia, Dane, Green, Portage, Sauk and Wood counties. Its membership includes 48
public libraries, the eight branches of the Madison Public Library, the three branches of the
Portage County Public Library and the Dane County Library Service and its Bookmobile.
More than 200 libraries of all types, including those of MMSD, participate with the system in
multi-type planning and cooperative activities. SCLS headquarters are located in Madison.
Materials are exchanged between SCLS members and MMSD libraries via van delivery that
occurs three times per week.
b. Universities
Three institutions of higher learning exist within the MMSD District boundaries. The Madison
Area Technical College (MATC) serves approximately 50,000 individuals annually. Its
curriculum is focused on the areas of technical and adult education. MATC grants associate
degrees, technical diplomas and certificates. Edgewood College, founded in 1927 is private
college serving 1,500 undergraduates and 500 graduate students. Its curriculum focuses on
the liberal arts and education. The University of Wisconsin – Madison is the flagship of the
University of Wisconsin System. 2002 undergraduate enrollment at the University of
Wisconsin was reported at over 28,000, while over 10,000 students were involved in
graduate and professional programs. UW-Madison offers the broad curriculum that is
expected of a top level research university program.
c. Businesses
Powered UP, an organization composed of IT professionals representing seven Dane County
Businesses, meets monthly with six school districts, including MMSD, regarding the
preparation of students for the Information Technology arena. Businesses, along with
MATC, are also involved in Project TCP, the project designed to add information technology
pathways to MMSD High Schools.
District Information & Technology Planning Team
Mark Evans, Director Technical Services
Kelly Pochop, Online Learning Facilitator
Joan Peebles, Technology and Learning Coordinator
Kurt Kiefer, Director of Research and Evaluation
Mark Lea, Coordinator of Library Media Services
25

Needs Assessment / Current Status
A. Current Status - Progress Toward Previous Plan’s Goals
In June 2003, MMSD submitted a combined Information & Communications Technology Plan for the first time. Three years later, a second
plan has been designed to move the district towards its vision of technology for the future. Much has happened within the school district in
the ensuing years. Each year, budgets have continued to be pared as costs exceed state-imposed revenue caps. Each year, new technologies
emerge, developing technologies mature and older technologies fade into disuse or retirement. The plan submitted in 2003 was written to
reflect a time span beyond the three-year reporting cycle. Its scope and range reached out five to ten years, recognizing that some changes
happen slowly while others occur rapidly. This current (2006) plan reflects the 2003 planning strategy to the extent that some aspects of the
plan are relatively unchanged while major shifts have occurred in other aspects, all the while attempting to look ahead for another five to ten
years.
The highlights are outlined below, accompanied by notes summarizing progress over the last three years.
Goal Area #1:
1.3 21st Century Skills model adopted can be found at: http://www.21stcenturyskills.org/
1.4 Information Technology Pathways at the High School Level
The central goal of Project TCP is to increase the number of at-risk students completing high school by raising their occupational and
technical skills. Year 1, kicked off in July 2005, focuses on defining the substance of four Information Technology Pathways
(competencies, curriculum, assessments, employability skills) as well as exploring an array of emerging technologies to deliver both
student instruction and professional development. The following are significant highlights of what has happened to date: 1) TCP's
Teacher Leadership Council has chosen as its model the IT Career Cluster as defined by EDC (Education Development Center). 2) The
IT Career Cluster has four IT pathways: Networking Systems, Information Service and Support, Programming and Software
Development, and Interactive Media., 3) Common definitions of key words and phrases have been defined, allowing us to take the
next step of defining the competencies and performance elements for each of the IT pathways. 4) Draft competencies and
performance elements, adopted from the work of the EDC were finalized by pathway teams, 5) The Project TCP Web Site, as well as
the online TCP Contact Database are operational.
New InfoTech standards: The Wisconsin Information and Technology Standards were officially adopted, replacing both the MMSD
Library Media and Instructional Technology Standards.
Grade 8 Assessment: A Grade 8 assessment, designed to answer NCLB requirements, has been developed and piloted during the
2005-06 school year. The assessment will be revised during the summer of 2006.
Report Cards: Changes were made to the Elementary Report Card to reflect the InfoTech skills introduced at each grade level. Middle
school report cards are presently currently in revision.
26

Needs Assessment / Current Status
Responsibilities for teaching Elementary InfoTech Skills: Librarians and REACH Staff collaborations have been supported and growing
due to budget cuts and support for the DPI Collaborative InfoTech Model.
1.5 Virtual Options
Six Dane County school districts, led by MMSD, worked together over the last five years in an online learning initiative with the belief
that shared utilization and support of online learning services would increase our ability to serve students, while at the same time
saving time and money. This initiative laid the groundwork and created the infrastructure for MMSD to be able to conceptualize the
next steps in the 2006-2009 plan, the design of an MMSD Virtual Campus. This concept will allow us to develop new opportunities by
collaborating at the district level, redefining course delivery at the curricular level, and building new pathways at the professional
development level. The following infrastructure (funded by a series of four Department of Public Instruction grants) has been
developed over the last three years:
A district-branded, web-based MMSD Virtual Campus Portal. This portal allows us to register users, track usage and report all data
regarding courses taken by students or staff, including “transcripts” of past and current course enrollments.
Student Online Courses. All curricula (formal online courses, supplementary instructional materials and learning objects) have been
rigorously evaluated by content area experts using an evaluation rubric before becoming part of the catalog, product list or digital
repository.
Professional Development Courses. Available courses address a variety of staff needs, including technical training, and generalized
curricular options. Self-paced or instructor-facilitated courses are options.
Supplementary Curriculum. Options include subject-specific, modules, test preps, elementary/middle school curriculum packages
and after-school packages.
Digital Tools. Includes Moodle [learning management system), Elluminate Live (web conferencing), Campus VP (video streaming),
Camtasia (screen capture and recording), Zoomerang (online survey)
Learning Object Repository. Comprises over 500 learning objects which have been evaluated and tagged to be searched by
content, grade level, and WI standard.
Policy and Procedure. Developed by both DDO and easily adapted by MMSD.
Knowledge and Experience Base. Course design, course facilitation, use and application of a range of digital tools, partnerships with
state districts and HED organizations, and development of leadership roles
10 year membership in WISCNET Digital Districts Online. DDO is the consortium of Wisconsin districts which continues to work
together to deliver online options for staff and students.
Goal Area #2: Professional Development
Examples of options, most of which have been delivered online, in each of the levels are:
2.1 Basic: Online ElementK modules for Tech Application Training (Word, Excel, Dreamweaver, etc.), Introduction to Online
Learning; Special Ed e-IDEA;
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Needs Assessment / Current Status
2.2 Integrating: Foss Science, Online Teaching and Facilitation, Designing Online Curriculum,;; Intel Workshops; PLATO
and COMPASS Learning, Designing Virtual Field Trips, Differentiated Learning;
2.3 Evolving: Digital Native/Immigrant, 21st Century Skills, Learning Objects
2.4 Models Model at Glendale Elementary developed; dissemination to be developed in next plan.
Goal Area #3:
3.1 Organization of Tech Tools
See figures from Tech Services in Companion Document section of this plan
3.2 Adequacy of Information Resources
Resources added in the last three years include: netTreckker, Encyclopaedia Britannica Online School Edition, Enciclopedia Unversal en
Espanol, World Book Online, CultureGrams, Pinpoint, iBistro, NoodleTools, United Streaming
3.3, 3.4, 3.5, 3.6 Improvement of Data Management
A new Student Information System was purchased in the Spring of 2006 (Infinite Campus); Elementary Report Cards have gone to an
online format, with plans for Middle School in 2007-08.All staff have been given standard login and passwords; Groupwise (replaced
Eudora) email system; Lawson Accounting, and Kronos now used to track accounting and timekeeping functions.
3.7 Asset Management & Procurement
An extensive evaluation system has been designed, with data compiled in an online database, to evaluate online instructional curriculum.
Digital tools have also been explored and purchased (web conferencing, learning management system, online survey tool, video streaming,
etc.)
Goal Area #4:
4.2 Policies located at: www.madison.k12.wi.us/lms/policies
4.3 Standards can be found at: http://dww/purchasing/
4.6 Tech Leadership:
A district Technology Council has been established and meets quarterly.;Teaching and Learning, as well as Student Services, take
responsibility and leadership for technology infusion within their areas. Other departments take the lead in technology needs for their
areas, such as SubFinder, AutoAttendant, etc.
4.8 Communication
MMSD Today online news established;; more web presence by schools and departments; some experimentation with BLOGS and
Collaborative communities using Moodle; BOE provides podcasts; Channels 19 and 10 use Quicktime and videostreaming to
communicate with staff, students and community.
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Needs Assessment / Current Status
4.10 Partnerships
Examples of Partnerships include: Powered Up (IT Skills Bus/Ed Partnership), Project TCP (Transitions, Connections and Pathways),
UW ITA (Information Technology Academy) , MATC, MSCEL (Madison School and Communication Educational Library) shared resources
initiative; WISCNET Digital Districts Online.
29

Needs Assessment / Current Status
Goal / Objective Description Objective Progress Status
1.1. Review, revise, or design content-area curriculum and
assessment which leverage the use of up-to-date hardware
and digital content. Focus professional development and
technology resource investments on implementation of
curriculum that uses technology to enhance student
achievement.
In progress – Continued in
next plan
1.2. Design, implement and support project-based and inquirybased
instruction that engages students in real-world
problems using the tools of technology. Design new ways
of assessing the outcomes of such instructional
approaches.
In progress – Continued in
next plan
1.3. Define a set of K-12 “21st Century Skills” which includes
digital age-literacy, inventive thinking, effective
communication, media literacy and high productivity
components. Sequence and integrate these skills into the
K-12 curriculum.
In progress – Continued in
next plan.
1.4. Articulate, develop and implement the Information
Technology options that should be a part of curriculum at
elementary, middle and high school levels.
In progress – Continued in
next plan.
1.5. Define, develop and implement “Virtual Options” for
students as a method of addressing the issues of equity,
opportunity and individual needs.
Objective accomplished.
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Needs Assessment / Current Status
Goal / Objective Description Objective Progress Status
2. 1. Design a Professional Development System*** that
In progress – limited by
addresses:
lack of resources.
Productivity Training, which identifies basic staff skills as
well as options for delivery formats that provide ubiquitous
and 24/7 training.
2.2. Design a Professional Development System that
addresses:
In progress – limited by
lack of resources.
Integrating Uses, which provide and support researchbased
technical and curricular professional development so
instructional staff can implement curricular initiatives that
strategically infuse technology to support skills and
processes students need in a knowledge-based digital age.
2.3. Design a Professional Development System*** that
addresses:
In progress – limited by
lack of resources.
Innovative and Evolving Technology Uses which support
“trailblazers” who take the lead in using technology to
facilitate student-centered pedagogy and re-cultured
learning tasks.
2.4. Design School and District Collaborative Models that utilize
technology to nurture professional communities
characterized by shared purpose and collective
responsibility for student achievement.
In progress - Integrated
other goals and objectives.
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Needs Assessment / Current Status
Goal / Objective Description Objective Progress Status
3. 1. Insure staff and student availability and organization of
technology tools around learning and working needs, with
adequate ratios and speed for anytime, anywhere and
collaborative learning. (equipment, infrastructure, etc.)
In progress – refer to
Companion Document
3.2. Insure the availability, range, ease of access, quality and
robustness of information resources that are adequate to
meet performance needs for knowledge construction,
collaboration, assessment, information production and
complex thinking (collections, web resources, software,
data, etc.) for anytime, anywhere learning.
3.3. Improve the ability of staff to manage data and make data
driven decisions regarding curriculum, instruction,
professional development, student needs, etc. by exploring
advanced technologies which allow for the efficient and
cost-effective collection, analysis, and use of data.
In progress – Continued in
next plan.
In progress – Continued in
next plan.
3.4. Improve the efficiency of staff in administrative tasks such
as record keeping, grade reporting, attendance, etc.
In progress – Continued in
next plan.
3.5. Explore and assess the viability of standards-based
reporting and analysis systems to store assessment and
evaluation information.
In progress – Continued in
next plan.
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Needs Assessment / Current Status
Goal / Objective Description Objective Progress Status
3.6. Improve interoperability, quality and reliability of data
systems to eliminate data error and duplication of data
input efforts.
In progress – Continued in
next plan.
3.7. Design an electronic-media evaluation system that seeks
out high quality, standards based software and online
curriculum for instructional support, including the
exploration of instructional applications for emerging
technologies (hardware and electronic media.)
In progress – Objective
modified to reflect
progress.
4.1. Delineate, implement and monitor a funding strategy that
prioritizes and coordinates technology investments in
hardware, software, purchased services, infrastructure,
retrofitting, curriculum development, technical & curricular
assistance, maintenance and professional development in
support of and aligned with learning goals and
administrative needs.
4.2. Develop and/or update explicit policies/regulations
addressing: Acceptable Use, Privacy Protection, Email
Responsibilities, Web Publishing, Materials Selection,
Reconsideration, Weeding, Intellectual Freedom,
Confidentiality, Interlibrary Loan and Resource Sharing,
Fines, Loss, and Damage of Materials, Donations, Distance
and Virtual Learning, CIPA, Copyright, Assistive
Technology, security levels, maintenance, legal issues,
Standard H, HR2215 Teach Copyright, Information Policies,
AV equipment, Digital Age Copyright, Federal
Harmonization Act, IDEA Compliance, etc.
In progress – Combined
with new objective.
Objective Complete –
Periodic updates
necessary.
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Needs Assessment / Current Status
Goal / Objective Description Objective Progress Status
4.3. Define (and regularly update) the technical standards for
computers, peripherals, AV equipment, network
infrastructure, etc.
Objective Complete
4.4. Design an accountability system that assures that
expectations and support systems are in place for staff to
effectively design and measure classroom learning
supported by effective technology use.
Objective delayed due to a
lack of resources.
4.5. Delineate and provide the supports necessary at the
school and district level for the technical and curricular
assistance needed for teaching, learning, business and
administrative functions; evaluate the critical conditions
needed for effective technology use at each site.
Objective delayed due to a
absence of resources.
4.6. Develop technological leadership at the district and school
levels to foster and support professionals with expertise in
technology and pedagogy;
In progress – Continued in
next plan.
4.7. Provide adequate (access and speed) and reliable
structural, electrical, telecommunications, and network
capacities to support the technical infrastructure needed
for teaching, learning, business and administrative
functions.
Ongoing objective that is
difficult to measure.
Continued in next plan.
34

Needs Assessment / Current Status
Goal / Objective Description Objective Progress Status
4.8. Deploy a parent/community digital communication system
for purposes of information sharing, online assignments,
teacher email, weblogs, etc.
In progress – Uneven
implementation across the
District,
4.9. Design and deploy a district Technology Communication
Plan (internet, intranet, email, meetings, cable, etc.) that
addresses the timely and comprehensive
dissemination/acquisition of technology information
(vision, funding, standards, deployment, assistance, etc.)
and provides for multiple methods of user input.
4.10. Establish dialogue and partnerships between school and
community workplace and post-secondary leaders to
assure that school learning goals are aligned with
community/state goals and that adult literacy opportunities
are coordinated.
In Progress – Delayed due
to a lack of resources
Ongoing, contacts
established, colloaborative
efforts in planning
stages.
4.11. Establish programs and work with community agencies to
ensure that students have convenient access to equipment
and the digital resources necessary to take advantage of
learning opportunities outside of the school day.
In progress – Delayed due
to lack of resources.
35

Needs Assessment / Current Status
B. Current Status
Student Achievement
Desired Future Current Status Gap Data Sources:
Content-area curriculum and
assessment that uses up-to-date
hardware and digital content to
support learning tasks and
academic achievement.
Selection and integration of digital content
and tools is the responsibility of the
curriculum coordinator for each content
area, Although technology tools and
strategies is an integral part of planning in
each content area, implementation has
been limited by lack of ubiquitous access to
a critical mass of technology and the
budget required for purchase of digital
content.
Examples of current solutions approved by
the district:
Graphic Arts: Adobe products such as
Flash, Dreamweaver, Illustrator
Language Arts: Read 180, Wiggleworks,
Inspiration
Math: Geometer Skietch,
Productivity: Office Suite
Science: Foss Science
Technology Skills: Ultrakey Keyboarding,
Headway has been made in the evaluation
and purchase of quality online content
services. For instance:
United Streaming is available in
over half of the middle schools.
Plato and Compass Learning
options are available for alternative
programs
Online Courses (about 100
currently available from about six
vendors) are options for a select
student population
Other online supplemental
curriculum: Apex Tools, ElementK
Technical Training, netTrekker
Technology becoming an integral part of
every academic subject, not an incidental
frill.
Learning tasks which include:
---complex learning and thinking tools such
as simulations, mathematical modeling,
mindmapping, microworlds, online research
and virtual realities
---tools for knowledge construction,
information production and assessment
options.
Coordinator Interviews
Teaching and Learning
Dept. Records
Purchasing Data
36

Needs Assessment / Current Status
Desired Future Current Status Gap Data Sources:
Internet Options (at no cost) are
also being compiled:
A learning objects repository,
available at www.digitaldistricts.org
Marco Polo
Students who are prepared with
“21 st Century Skills” which include
digital age-literacy, inventive
thinking, effective communication
and high productivity
components.
State InfoTech Standards and the
Partnership for 21 st Century Skills
resources are used to guide work in this
area Portions of these skills are also part of
the MMSD content area standards.
--Project TCP
(www.digtitaldistricts.org/tcp), a 5 year
plan to integrate Information Technology
Pathways into each high school, is one
example of actively trying to identify and
integrate these skills.
--Several coordinators from the Teaching
and Learning Department serve on the
Powered UP Team, a group of local schools
and businesses who work together monthly
to help build the knowledge of educators
and students in this area.
A defined set of “21 st Century
Skills” which includes digital ageliteracy,
inventive thinking,
effective communication and high
productivity components.
A continuum of progress for each of
the skill sets.
Options for inclusion of these skills
within curricular areas.
Regular opportunities for students
to work and use the technology
tools of the professional work
world.
Wisconsin's model
academic standards for
information & technology
literacy (Fortier, 1998)
www.21stcenturyskills.org
http://www.digitaldistricts
.org/tcp
MMSD Curricular
Standards
(www.mmsd.org/tnl/stan
dards/
A curriculum map that aligns Wisconsin
Information and Technology Literacy
Standards to MMSD K-12 curriculum
standards has been completed.
Students who are technologically
literate by the end of Grade 8.
(NCLB Goal and a subset of 21 st
Century Skills).
A Grade 8 IntoTech Assessment was
designed and piloted during the 2005-06
school year. Data will be collected in June
2006.
Continue development of a system that
insures District implementation and
accountability for Grade K-8 Technology &
Information Literacy Skills.
MMSD Grade 8
Information & Technology
Assessment
This assessment will be evaluated and
edited during gthe summer of 2006.
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Needs Assessment / Current Status
Desired Future Current Status Gap Data Sources:
MMSD High Schools that offer a
comprehensive set of Information
Technology options for students.
Project TCP (www.digitaldistricts.org/tcp)
has been developed and funded by DPI. It
is designed to provide standardized
Inforamtion Technology Pathway options
across MMSD High Schools. Year 1 (2005-
2006) laid the foundations of 4 InfoTech
Pathways, leadership at each high school,
and professional development. Year 2, if
funded, will continue capacity bullding and
build online courses in each pathway.
A small DOA Grant (2005-06) also provided
funds to develop and pilot one online
course (Flash) as a sample of how online
opportunities can support delivery of
InfoTech Pathways.
An articulated set of Information
Technology options that should be delivered
as a part of every high school curriculum .
Years 2-5 of Project TCP need to be
completed.
High School Course
Handbooks
DPI Codes for Computer
Applications Courses
Meetings with Guidance
Counselors and Staff
http://www.digitaldistricts
.org/tcp
Powered UP
Several programs, previously offered as
options, are presently on hiatus (Lilith, an
after school technology club for middle
school girls and STS, Student Technology
Services, a program sponsored by local
businesses to train high school students to
repair computer equipment.) Another
program, the ITA, (Information Technology
Academy for High School Students) has
expanded to include 75 students by 2006-
07.
“Virtual Options” available to all
MMSD students to address the
issues of equity, opportunity,
individual needs, “anywhere,
anytime, anyplace” learning and a
hybrid curriculum of traditional
Powered Up, a local group composed of
local businesses and school districts, meets
monthly to strategize and educate staff and
students regarding the Information
Technologies field.
Through 5 years of DPI funding, MMSD has
developed the infrastructure to be able to
provide virtual options for students. This
initiative has resulted in the formation of
Digital Districts Online
(www.digitaldistricts.org), a consortium of
A systematic and sustainable virtual
program which provides online options to
meet student and staff needs.
http://www.digitaldistricts
.org/
38

Needs Assessment / Current Status
Desired Future Current Status Gap Data Sources:
and virtual learning opportunities.
Wisconsin districts working together to
provide online learning options.
An Online Learning Facilitator (MTI
member) has been hired to assist in the
oversight of online students and
development of teams and trained staff.
Differentiated learning supported
by technology
MMSD presently has about 15 online
students. Budget limitations are keeping
that number to a minimum.
Extensive evaluation of online curriculum
has been carried out over the last 3 years
to address the needs of students who need
higher-level curriculum, particularly
students who are transported from Middle
Schools to High Schools to receive
appropriately challenging curriculum, and
students who go to the UW to receive
appropriately challenging curriculum (under
Youth Options.)
A pilot online Grade 8 geometry course will
be delivered in 2006-07 and smaller pilots
of the selected curriculum are carried on
across a variety of schools and programs.
Software in place that addresses unique
learning needs of all learners is available on
specific workstations for all students at all
sites (e.g. CoWriter, Write/OutLoud,
ReadWrite Gold).
Ubiquitous online learning options delivered
to where the child is, with teacher and
appropriate peer interaction.
Such solutions would address scheduling
and other painful choices (i.e., not being
able to participate in extracurricular, etc.),
where moving to another building is a less
appropriate option.
Technology to address specific learning
needs is ubiquitous. Software that
accommodates reading and writing learning
needs standardized and available sitebased,
across the district for all student
populations.
INSTEPs
Youth Options
Applications
Transportation Numbers
Maintain compliance with federal
and state requirements and
statutes regarding the provision
of Assistive Technology services
for students with disabilities.
Policies and procedures are in place for
determining the need for and provision of
Assistive Technology devices and services
and related assessment. The district is
currently fully compliant with federal and
state requirements.
No gap currently exists as determined by
DPI audits and onsite reviews
Ongoing DPI audits and
on-site reviews, most
recent review January
2006
39

Needs Assessment / Current Status
Desired Future Current Status Gap Data Sources:
Ubiquitous access to technology
and digital content/tools for all
students that addresses their
learning styles when technology is
explicitly referenced as part of the
instructional content and
assessment process as they strive
to achieve proficiency of the
Wisconsin Model Academic
Standards.
Special needs students access specialized
technology as determined by a formal
assessment process to meet their unique
learning needs as defined by their
Individualized Educational Plan in
compliance with federal and state
guidelines.
Hardware/Operating systems are not
consistent across environments and may be
inadequate to meet the demands of
software that addresses reading and writing
learning needs.
Continued funding and resources challenge
the ability to adequately address hardware
needs.
MMSD Hardware
Inventory
MMSD Software Inventory
MMSD Network Design
Digital divide and equity
(socioeconomic, gender, race)
issues addressed through
resources and strategies that
ensure that all students are
engaging in the use of
technology.
Few strategies have been explicitly defined,
however many schools feel they are
addressing the digital divide in a variety of
formal as well as informal ways (e.g. in all
middle schools, students receive some
degree of formal technology instruction or
tech-integrated experience; all elementary
students receive keyboarding at the
elementary level; most middle and high
schools open labs or LMC computers for
access during the day or after school.)
Some formal agreements are in place with
Community Centers (the Alternative
Transition program is located in the North
Port Community Center.)
Opportunities to use technology in real
contexts and with expanded options outside
of the school day.
Free and Reduced Lunch
Statistics
http://www.mmsd.org/tnl
/titleVII/wildrice
Youth Resource Centers are in place at 7
middle schools and many have technology
components.
The Title 7 program integrates technology
for Native American students.
Community Center grants are in place at 8
elementary schools and many have both a
student and a parent technology
component.
40

Needs Assessment / Current Status
Staff Effectiveness
Desired Future Current Status Gap Data Sources:
Staff members who possess the
technological skills and
practices necessary to leverage
technology as a powerful tool
for enhancing student
achievement.
“Islands of Innovation” exist around MMSD at all
levels, with many teachers possessing the skills
and motivation for a technology-infused
curriculum. Practice is not, however,
standardized or ubiquitous due to a variety of
factors ranging from access to updated
technology to lack of professional development.
Required technology skills remain an “option” for
MMSD staff and are not included in the teacher
evaluation or hiring processes..
Essential staff information technology
skills and practices that are articulated,
supported, and measured for all
teachers.
Expectations, support and
encouragement for all staff to stay
current with and apply research and
technology to learning and teaching
practices.
A critical mass of staff who are retooled
with information technology skills (the
technical skills combined with the
capacity needed for effective uses of
technology)
Tech Survey Summary:
Questions
enGauge Pilot Online
Summary:
Effective Teaching and
Learning Practice
Tech Services
recommended skill sets
Administrators who are
competent users of information
and technology tools common
to information-age professionals
and consider technology critical
to their roles and model
meaningful, effective uses of
technology on a daily basis.
Administrators possess a range of skills and
practice. The district has no administrative
standards defining what information technology
skills would be expected of administrators in the
areas of teaching and learning or productivity and
professional practice.
A variety of “Data Academy” workshops have
been offered over the last five years to assist SIP
teams in accessing and analyzing data.
Access to the technology necessary to
become skilled.
Identification of the information &
technology knowledge and skills that
constitute the "core" of what every P-12
administrator needs to know.
A professional development plan to
support acquisition of the above skills.
Revised job descriptions and
performance review procedures.
Tech Survey
A comprehensive professional
development “system” that
addresses the use of technology
for student success, educational
management, and enhanced
productivity and efficiency.
Few technology- specific professional
development activities are presently offered in
MMSD.
Technologies “strands” are incorporated into
content-area professional development, but not
An “on-demand” professional
development “system” that:
--- Moves from individual preferences to
systemic (school/student) needs
continually linked to student
Educational Services
41

Needs Assessment / Current Status
Desired Future Current Status Gap Data Sources:
on a required or consistent basis. Examples
include Inspiration in the Language Arts, Mathline
(PBS),Geometer’s Sketchpad to support
geometry, etc.
Online options have been developed and
supported through DPI funded grants. Examples
include online teaching and facilitation, course
design, and other professional online courses
addressing pedagogical issues and skills.
achievement goals
--- Focuses on new teaching and learning
skills and practices not possible without
the use of technology
--- Addresses multiple skill levels,
multiple instructional needs and
standardized practices which enhance
productivity and efficiency
http://www.digitaldistric
ts.org/tcp
Technology resources that are
effectively and systematically
employed to support the design
and delivery of professional
development programs,
including the needed follow-up
assistance for staff.
Technology skills necessary for curricular areas or
grade levels have not been identified.
MMSD has had a training lab located in the Hoyt
Location since 1997, with an additional lab added
in 2001. The area is a valuable asset for training
but the use requires planning, scheduling, driving
time and upgrading for environmental comfort.
Department of Special Education has developed a
specific professional development plan to address
the use of the electronic special education
student record keeping system (educational
management) that involves both new staff
training and ongoing training. A resource staff
member is available to address problems or
resolve staff difficulty in use of the system.
Presently, MMSD has “pockets” of fiscal resources
that address components of professional
development activities for technology. These
resources come from multiple district budgets,
grants, school-based funds, etc. and are not
consistently standardized, equitably offered,
coordinated, or consistently dovetailed with other
district initiatives.
A variety of technology resources have been
employed to deliver staff development including
cable TV, video production, web based delivery
--- Provides multiple delivery and format
options to meet the diverse time,
learning style and curricular needs of
staff (online and F2F courses, Video and
Web Based conferencing and resources,
Channel 10, satellite transmissions, etc.)
--- Outlines the sustainable elements
that support district adoption
(professional development, incentives,
resources, policies/procedures,
accountability, leadership, etc.)
A Teaching & Learning team, similar to
that of Educational Services, to address
the needs of Elementary staff, as they
learn the electronic progress reporting
system.
Identification, coordination and
fulfillment of the resources needed to:
---Provide technology-related staff
development for needs identified by
curricular area, grade level, district or
SIP related initiatives, etc.
---Address a variety of delivery options
(human, technical, compensatory, etc.)
---Quality controlled and data-driven
http://www.digitaldistric
ts.org/tcp
MMSD Budget Data
Tech Coordination Table
from Grant
.
42

Needs Assessment / Current Status
Desired Future Current Status Gap Data Sources:
Student-centered pedagogy,
supported by meaningful and
relevant technology use, that is
continually reviewed, designed
and adopted system wide.
School-based leadership
structures that provide
technology-infused support and
professional development.
and satellite feeds. Technology is increasingly
considered as
a viable method to improve the effectiveness,
equity or efficiency of professional development
delivery.
Technology use is evolving from technologycentered
(hardware and software skills) to a more
student-centered use where students are
involved in more collaborative, complex and
authentic tasks.
Technology is rarely used in the assessment
process, either for completing the assessment or
compiling classroom or school-based assessment
results.
Some schools support a portion of an allocation
for the purpose of technical support, integration
or staff development. This is the exception
rather than the rule and, when it is in place,
expectations and/or job descriptions are rarely
present.
structure of incentives and opportunities
for innovative and creative technology
use
--Provide interactive opportunities for
teachers to exchange curriculum ideas
and form “virtual learning communities”
to grow in areas such as differentiation,
without requiring staff to eave their
buildings.
Collaborative and sustained
support, from the district level,
for the design and
implementation of such models.
Exploration and development of
technology options for
assessment needs (electronic
portfolios, pressing CDs,
alternative reporting methods,
etc.) and the professional
development needed to help
educators gain knowledge in
assessment literacy (rubric
developers/scorers, sharable
item banks, etc.)
Access to the hardware and
software necessary to adopt such
models.
Systems for the sharing of
successful models
Use of a variety of technologies,
as appropriate, to collect,
analyze, and display assessment
data.
On-site technology leadership capacity,
with expertise in technology and
pedagogy, to support staff in technology
vision, use and integration.
District-wide Support that includes
online, on-site and in-class mentoring,
Multiple Grant
Applications and Reports
Foss and Six Traits
Writing Implementation
data
Human Resources
Staffing Allocation Data
43

Needs Assessment / Current Status
Desired Future Current Status Gap Data Sources:
“Virtual Options” available to all
MMSD staff as a method of
addressing the issues of
professional development,
opportunity, individual needs
and “anywhere, anytime,
anyplace” learning.
Staff members with easy access
to the current technology
needed to effectively and
efficiently fulfill their job
responsibilities.
Significant knowledge,
experience and a host of
strategies regarding technology
-supported accommodations for
staff who work with specialneeds
students.
Due to budget cuts, responsibility for technology
integration is shared by REACH Technology and
library media staff .
Tech Services hold quarterly meetings to
communicate information regarding deployment
of technology and technology services.
Grant funds have enabled MMSD to expand online
learning options across the District.
District staff who use business application
products were upgraded to newer hardware
(running XP) in 2004; instructional staff are more
variable but many classrooms remain with older
equipment and most classrooms are represented
by single computers
A professional team is available to assist special
education staff in assessment and
implementation of individually assigned assistive
technology devices and software.
Up to date information surrounding assistive
technology devices and topics is available on the
district Assistive Technology internal web site.
team collaboration options, reflective
practice, and shared
conversation/responsibility by staff for
demonstrating student results.
Opportunities for collaboration as a
regular part of teaching, learning and
assessment.
Continued funding models and resources
to carry out the systematic and
sustainable multi-year plan.
.
Provision for all staff to have access to
an up-to-date computer capable of
communication, data access,
presentation and the curricular and
productivity programs needed to carry
out their job responsibilities. Access to
this technology should be wherever
learning is occurring.
Knowledge and skills can atrophy due to
lack of use and due to change in student
population resulting in repetitive training
of the same staff.
Training is based on a request basis,
rather than an annual evaluation of staff
training needs.
http://www.digitaldistric
ts.org/
Technical Services’ asset
inventory
Staff Development
Archive Data;
Educational Services
Request for Support
database; Assistive
Technology internal
web site
Innovative strategies used by
staff to deliver rigorous courses
and curriculum for the
underserved students
Training specific to the use of devices and
software is consistently available through
response to individual requests for support,
structured courses and collaboration with other
educational agencies and vendors
Online learning options are being explored with
students in the alternative programs but it is not
possible for students to participate through 2-way
format in a course taught at another school.
Continued funding and resources are not
available to address increased training to
implement an annual evaluation.
A digital repository of learning objects
available to assist staff in differentiating
and customizing instruction.
Online Learning Objects
repository
http://www.digitaldistric
44

Needs Assessment / Current Status
Desired Future Current Status Gap Data Sources:
Instructional, administrative,
and support staff working
together with instructional
technology, and library media
staff as dynamic, collaborative
change agents.
Inconsistent models of collaboration, in terms of
structure and success, exist in MMSD schools.
Variation due to expectations, skill levels, working
styles, scheduling, building layout, etc. all
contribute to lack of shared purpose for effective
collaboration.
Both REACH Technnology and elementary library
media specialists are scheduled to account for
teacher planning time, making collaboration
difficult.
Available online or distance learning
options available to staff.
A plan for building collaborative team
models at district, school and grade
levels.
Technology supported collaborative tools,
both synchronous and asynchronous.
ts.org/
MMSD Staffing
Allocation Records
45

Needs Assessment / Current Status
Information Resources and Learning Tools
Desired Future Current Status Gap Data Sources:
Information Resources:
Information resources and
learning tools which reflect the
cultural diversity of the local and
world community, including the
needs of the emergent,
intermediate, and advanced
readers
A breadth and depth of resources
in relation to curriculum needs and
reading interests
MMSD personnel maintain a website
linking users to a selected set of websites
(Electronic Library), LMCs in the District
are provided access to BadgerLink
resources. District LMCs yearly spend at
least $60,000 in subscriptions to online
databases. Additional online resources are
available through local funding.
Uneven funding and differing priorities
result in inequities. The level and
availability of resources varies from
building to building.
Internet Detectives used to teach
evaluation of online resources. Resulting
Electronic Library themes used to support
MS curriculum.
All schools use ELM funds to acquire
classroom materials to meet students’
instructional needs. School LMC
collections are developed to meet the
needs of individual schools’ student and
curricular needs.
The District does a very good job of
selecting both classroom and
supplemental materials.
The District maintains a selection center
(the IMSC), and carries on a variety of
well thought-out selection activities that
improve staff selection skills.
The District spends very little money
beyond categorical aid received from the
Students and staff need to experience a
more uniform level of service. There is
evidence of a great deal of variation in the
quality and levels of support for buildinglevel
LMC programs.
Additional resources on Library Media
Programs (given recent research reinforcing
the importance of library size and staffing
levels on student achievement, the District
needs to focus)
Variation in the level of support for local
programs needs to be addressed.
The acquisition of resources through other
means needs to be encouraged, but the
equity issues resulting from the tremendous
variation in the level of local support needs
to be factored into any proposed solution.
District budget data.
Electronic Library and
digital resources
Sagebrush Accent
bibliographic database
reports
District budget data.
Observation, anecdotal
evidence.
Sagebrush Accent
bibliographic database
reports
46

Needs Assessment / Current Status
Desired Future Current Status Gap Data Sources:
Common School Fund and relatively little
money on its local materials collections.
Some sites hold book fairs, or other fundraising
activities in order to “supplement”
their local materials budgets.
Information resources available for
students and faculty any time and
any place outside the school
facility through flexible circulation
policies and Internet access
A system (and the necessary
support) which allows ubiquitous
electronic delivery of instructional
content, including library holdings,
data bases, internet and distance
learning content.
Spending on learning materials no longer
varies substantially from school to school.
Local LMC materials are currently indexed
using iBistro OPAC. The new Sagebrush
Accent database allows students and staff
anywhere, anytime access to all LMC
collections.
School LMCs are open only during
school hours. Access to MMSD’s
OPACs & informational databases
is no longer only available from
networked District computers.
Electronic Library, BadgerLink, $68,000 in
district-wide subscriptions to online
databases. Additional $90,000 in online
resources are available from local funding.
Library materials from all District
collections are indexed centrally using the
Sagebrush Accent integrated library
system (ILS).
MMSD currently has no distance learning
facilities, and does not participate in local
distance learning consortiums, such as
JEDI, or Four Lakes Distance Education
Network.
Indexing for local materials collections and
online databases needs to be accessible
from anywhere at anytime.
Statistics measuring MMSD website activity
indicates that roughly 70% of the site’s
traffic originates from outside the District.
Accessibility to indexing for LMC collections
is no longer an issue in a hardware/software
sense. A web-based OPAC (i.e., iBistro) and
federated search tool (Pinpoint) are now to
LMC users from anywhere including at
home.
Observation
Website usage statistics
Research on student use
of electronic resources
Website usage statistics
District budget data
Observation, anecdotal
evidence
Bibliographic software
reviews
Tools and Access:
Communication tools available to
students, parents and other
stakeholders (e-mail, Internet,
Intranet)
MMSD’s Internet & Intranet are managed
by parts of 3 FTEs for production page
updates and server maintenance &
security; page updates are performed by
Exploration of additional tools and methods
of communication.
www.madison.k12.wi.us &
dww.madison.k12.wi.us
47

Needs Assessment / Current Status
Desired Future Current Status Gap Data Sources:
63 authorized Intranet page editors and
xx Internet page editors across the
District (page editors are authorized via a
mandatory Web policy training program)
Implement the use of digital communication
tools (e.g., Elluminate Live, Moodle, blogs,
podcasting, etc.)
Information resources and
technology supported learning
tools available to students and
staff when they need them;
before, during and after school
hours
Administrative and instructional
staff with advanced technological
tools and data analysis skills to
guide decisions regarding
curriculum, instruction,
professional development and
student needs.
All MMSD staff were migrated to
GroupWise in Jan.2004
As of Feb. 2006, MMSD owned 8,900
computers (65% of which are running
Win98)
Current electronic resources include
netTrekker, World Book online, Pinpoint,
Culturegrams, Compton’s and Britannica
Online encyclopedias.
The district has had in place for nearly 10
years an extensive data warehouse
system accessible to district
administrators, teachers, instructional
support staff, and clerical staff. The
repository contains over 300 tables and
5,000 data elements. It incorporates
longitudinal data as well as transformed
aggregate tables. The primary purposes
of the environment are to support
decision making for school improvement
planning and program evaluation. In
addition to accessing the warehouse via a
SQL-generating query, analysis, and
reporting tool, users are trained in the
export of data to Excel and the analysis
and visualization tools embedded in that
product. The R&E staff have created
several additional web-based interfaces
for decision support such as the “Essential
Data dashboard which mimics the DPI
WINSS accountability web site, but with a
much broader array of local outcomes and
process data elements. All standard
reports involving criterion referenced
curriculum based assessments are housed
Ubiquitous access to computers and digital
tools needed to support teaching and
learning environment.
Tools and skills ability for instructional staff
to easily collect formative and summative
data to help guide instruction.
A process for making data driven decisions
regarding curriculum, instruction,
professional development and student needs
by exploring advanced technologies which
allow for the efficient and cost-effective
collection, analysis, and use of data.
Installation and implementation of Infinite
Campus student information system needs
to be executed.
Technical Services’ asset
inventory
--R & E records
AS400/GUI400 Student
Systems (eIDEA, SEMS,
CCIS, SEA11, STUGESL,
SMSSTAFF, CHILDFIND,)
Student data warehouse
accessible via query,
analysis, and reporting
tool
2006: MMSD student
data warehouse, webbased
decision support
interfaces, and e-
publications
To be deployed in
September 2006: Infinite
Campus web-based
48

Needs Assessment / Current Status
Desired Future Current Status Gap Data Sources:
in an e-publications web site for easy
access and retrieval.
The Infinite Campus student information
system which is scheduled for deployment
in September 2006 will integrate our two
separate systems, i.e., student
transaction data and date warehouse
decision support. We will use Microsoft
Data Transfer Services and SQL Reporting
Services to recreate our warehouse
repository in this new environment.
Users will have access to a built in ad hoc
report writer to query things they do
today using the One Up tool.
Administrative and instructional
staff empowered with the
technological tools and skills
needed to easily and efficiently
perform administrative tasks such
as record keeping, grade
reporting, attendance, discipline
referral, special education IDEA
compliance, allocation, enrollment,
transportation, automated
circulation, fiscal, purchasing and
budget management
Special education instructional staff
currently has systems available (eIDEA)
to complete all paperwork required as
part of IDEA policies and procedures.
These systems greatly reduce the time
necessary to complete paperwork and
eliminate redundancy and repetitive data
entry. This same system provides staff
information to sufficiently manage their
student caseload.
Principals currently have a special
education student management system
that provides immediate information
concerning current and future special
education student enrollment, special ed
teacher and SEA allocation, specialized
transportation, and status of compliance
with IDEA records completion and also
provides a structure for managing staff
assignment to students for case
management and records completion.
Implement the tools and build the skills
necessary to improve the efficiency of
instructional staff in such administrative
tasks as record keeping, grade reporting,
attendance, etc.
GUI400 Education
Services software suite,
online elementary report
cards and attendance
To be deployed in
September 2006: Infinite
Campus web-based
student information
system
Web-based electronic attendance and
49

Needs Assessment / Current Status
Desired Future Current Status Gap Data Sources:
grade reporting systems are in place at all
31 elementary schools.
The MMSD is embarking on deployment of
the Infinite Campus student information
system in September 2006. This webbased
system will provide important data
about their students accessible directly to
teachers for the first time. Previously,
such information could only be accessed
by requesting it through an administrator,
a secretary, or some other staff with
access. Online attendance, grade
recording, and gradebook functions will
then be accessible to middle and high
school teachers for the first time as well.
Parent access to the Infinite Campus web
portal will be rolled out later during the
2006-07 school year.
Principals currently have a special
education student management system
that provides immediate information
concerning current and future special
education student enrollment, special ed
teacher and SEA allocation, specialized
transportation, and status of compliance
with IDEA records completion and also
provides a structure for managing staff
assignment to students for case
management and records completion.
Technological options, ubiquitously
available, for storing student
assessment and evaluation
information.
The current district-wide student
information system has historically
captured testing and assessment data for
all students. Teachers have recorded
online student performance on local,
criterion-referenced assessment in the
Training will be a necessary prerequisite to
using Infinite Campus.
Explore and assess the viability of electronic
portfolio systems in concert with our
standards-based grade reporting. The grade
50

Needs Assessment / Current Status
Desired Future Current Status Gap Data Sources:
primary grades for several years. More
recently, teachers have recorded
standards-based grades for elementary
students. Plans are to extend this idea
into the middle grades as well.
reporting system will become an extremely
rich source of longitudinal info about
students, as well as a wonderful evaluation
system.
The deployment of the Infinite Campus
student information beginning in the
2006-07 school year will continue and
expand this practice of recording student
evidence in relation to standards. An
integrated ad hoc query tool within
Infinite Campus will make decision
support tasks much more seamless than
they are today.
Data:
Integrated electronic systems that
inform each other and eliminate
repetitive data entry and
information analysis.
Within the past 2 years, several business
applications have been replaced &
upgraded to improve staff & reporting
efficiencies; these include:
food services
Building. Services work order system
facilities’ management
financial management & purchasing
staff time tracking
auto-home phone dialing
Continued consolidation of services will
require additional solutions and
interoperability of existing platforms.
Technical Services annual
reports & attached
technical summary
Within the last 1.5 yrs, our library
systems were replaced by a system cohosted
with the Oregon School District.
Following an extensive review, most
functions of our student info system will
be replaced with a new system in 2006
51

Needs Assessment / Current Status
Support Systems and Leadership
Desired Future Current Status Gap Data Sources:
Infrastructure:
Equipment and wiring
strategically deployed to meet
needs of all learners and capable
of handling needed network
traffic.
A telecommunications
infrastructure that provides
appropriate, robust
communications for every
learning setting and every
administrative need.
Classrooms, library media
centers and wired or wireless
labs designed for collaborative
teamwork that includes equitable
and flexible access to
information resources and
learning tools.
see: Madison Metropolitan School District’s
Technology Environment: Current and Future
State
LAN upgrades to 100 MB throughput was
completed in Sept.2005 following 3 yrs of
planning, WAN capacity upgrades will begin in
stages in spring 2006
District LMCs are typically equipped with PC’s
in varying quantities, and vintages. There are
no wireless labs. There are few if any PCs that
are easily portable, or lend themselves to reconfiguration.
As of Nov. 2002 the ratio of students to
computers was 1:2.89
Ongoing upgrades in wiring infrastructure
to support increased levels of connectivity.
Continued mapping is ongoing process.
Maps need to be updated to include
current wiring info and lobe counts to
accurately identify the gap.
Although there seem to be a sufficient
number of total PCs in the District, they
do not seem to be equitably distributed,
and many of the microcomputers are too
old to be of much use for anything other
than possibly word processing.
see: June2006: Madison
Metropolitan School
District’s Technology
Environment: Current
and Future State
see: June2006: Madison
Metropolitan School
District’s Technology
Environment: Current
and Future State
District desktop
computer inventory,
observation, anecdotal
evidence
Most but not all of the District’s schools
feature at least one computer lab.
Staffing Support:
Adequate and timely support for
the technical infrastructure.
Technical support is provided by the Technical
Services Division at a minimum of ½ day /
week / building, with greater support at high
schools; support is minimal & does not always
address needs in a timely manner; the
Technical Services HelpDesk is available
7:45am - 4:15pm.
Sufficient technical staff, and/or updated
technical methods of maintaining
computers and network to meet
instructional demands in a timely and
efficient manner.
Work order system data
Although staffing reductions have been
implemented at the division level, MicroTech
support has been stable
52

Needs Assessment / Current Status
Desired Future Current Status Gap Data Sources:
Adequate and timely support for
assisting instructional staff with
the infusion of technology into
curriculum.
Policies and Procedures:
District policies developed and
communicated that address data
issues such as: ownership,
responsibility, security levels,
maintenance, legal issues, etc.
The presence of a Technology
Funding and Purchasing Process.
This process, which supports
learning and administrative
needs & priorities, coordinates
and widely communicates all
aspects of MMSD Technology
Related Funding.
There is presently no district staff available for
classroom assistance. District staff does
consult on a limited basis and some consultant
time is purchased to address critical functions
(i.e., assisting an elementary keyboarding
program implementation.)
Most current staff training is provided in a
‘reactive’ rather than ‘proactive’ manner.
Training responsibilities are dispersed across
several departments. MMSD currently lacks a
coordinated, organized system for the delivery
of staff training programs related to
technology.
Some schools may have small portions of staff
allocation available for embedded technical
staff development…. but that is becoming very
rare with recent budget reductions.
An array of policies exists in various locations
and departments.
Policies have been collected in one location
and disseminated via MMSD website.
http://www.madison.k12.wi.us/lms/policies/
Purchasing procedures are in place that flag
technology purchases to assure compliance to
technical standards and curricular initiatives.
Tech Services and Teaching & Learning Staff
have a process in place for expenditure of
District technology dollars.
A Technology Funding and Purchasing Process
is explicitly defined, but may not be
communicated as well as needed. The process
addresses:
A combination of building, district and
consultant staff to support the needs of
staff as they infuse technology into
learning environments.
Need to establish a system/procedures
that allow staff to make requests for
technology training. Need to identify
MMSD staff capable of providing such
training. Need to fund training
opportunities (i.e., sub time for attendees
and trainers, trainer remuneration,
support for conference/workshop
attendance by technology trainers to
enhance skills, etc.)
Need to revisit existing policies to
determine potential updating in light of
new needs and technological upgrades.
Funding and purchasing policies need to
be publicized and perhaps expedited.
Staff Allocation Data
District Policy Collection
Technology Coordination
Chart
Grant Coordination Chart
53

Needs Assessment / Current Status
Desired Future Current Status Gap Data Sources:
---Prioritization of Needs
---Funding coordination, strategies & sources
---Responsibilities
---Plans for upgrades, infrastructure and
retrofitting
---Technical Support & Maintenance
---Professional and Curricular development
---Widespread dissemination of policies and
approval process for grants, ELM, tech
standards, etc.
An electronic-media evaluation
system that seeks out and
assures high quality purchases
for electronic content and
emerging instructional devices
that support Wisconsin Model
Academic Standards.
Communication Systems:
A staff/student communication
system that supports
collaborative communities of
practice, single point email
access, and vehicles for sharing
curriculum and best practices.
Purchasing procedures are in place that flag
software/purchased services purchases to
assure compliance to technical standards and
curricular initiatives.
The ELM (Evaluation of Learning Materials)
process also considers content and
compatibility.
Use of the District Intranet and Internet for
collaboration and communication has grown.
As of January 1, 2004, all District staff have
migrated to GroupWise; student accounts are
maintained using Internet mail protocols.
An MMSD Intranet is used extensively for
sharing forms, internal information, etc.
Revision of electronic-media evaluation
systems is currently ongoing.:
Evaluation system routinely seeks out and
evaluates high quality software and online
curriculum for instructional support
---Explores the emerging technologies
which support flexible learning options for
students
---Communicate options and informational
from above process
Digital communications tools such as
groupware, web conferencing, or learning
management systems to facilitate the
process of knowledge sharing and
collaboration.
Purchasing Dept.
procedures
ELM Process
Intranet, Internet and
communication packages
currently in existence
A district-wide Technology
Communication Plan (internet,
intranet, email, meetings, etc.)
which addresses the timely and
Access to the hardware needed to carry out
this communication, however, is inconsistent
among district staff.
Some policies are on the Internet for access
by all. Others are in print versions.
Teaching and Learning holds meetings for info
A district communication plan (internet,
intranet, email, meetings, cable, etc.),
which addresses the timely and
comprehensive dissemination/acquisition
Current policies and
meeting minutes
54

Needs Assessment / Current Status
Desired Future Current Status Gap Data Sources:
comprehensive
dissemination/acquisition of
technology information (vision,
funding, standards, deployment,
assistance, etc.) so that all
stakeholders have a clarity and
understanding of policies and
practices.
tech staff at elementary and middle school
level.
District Technology Council meets to
communicate ongoing technology-related
initiatives.
Tech Services Department holds meetings
during the school year. Groups include:
Computer contacts, representatives from each
school to build 2-way communication between
building and tech services; Teaching and
Learning coordinators who meet biweekly to
keep staff informed, build 2-way
communication, review and update technical
issues re impact on curricular issues; Special
Ed staff who meet bi-monthly to review
technical issues impacting Special Education;
Data Council reviews issues impacting student,
financial, purchasing and human resources
data management issues; Building Services
staff who review building-level wiring and
electrical issues impacting computer use.
Although many formal and informal
communication structures have been
implemented in the last three years,
organizational confusion still persists regarding
areas of responsibility for purchase,
deployment and support of technology.
of technology information (vision, funding,
standards, deployment, assistance, etc.)
An effective, efficient and
ubiquitous communication
system (world wide web,
listservs, email, online
communities, etc.) among MMSD
staff, students, parents and
There is no central location to access all
present policies, procedure, or standards and
no consistent method of communications that
alerts all staff to new updates.
MMSD presently has a Web Site that provides
information regarding district issues, policies,
initiatives, departments, etc.
Listservs have been created and are used by
certain groups of employees (e.g., librarians,
A communications system that provides
the structure, resources and
implementation outlines for MMSD
information acquisition, sharing,
dissemination and electronic community
building with parents and community.
Listservs, Web Sites
55

Needs Assessment / Current Status
Desired Future Current Status Gap Data Sources:
community members for sharing
student information, curricular
needs and options, resources,
activities, etc.
speech & language clinicians, etc.) for
communication, problem solving, and resource
sharing.
Most schools have a web presence that
provides a variety of information regarding
school activities, calendars, personnel, etc.
Both of the above methods are good at
disseminating information, but there is
currently no method in place for gathering
input and feedback or easily sharing more
customized or personalized communications
on a wide spread basis (e.g. homework,
individual classroom activities, etc.)
Need to make all employee groups aware
of the various communications
technologies and provide the technical
support needed for their use.
The MOODLE learning management system
has been implemented for use by District staff
and students beginning in 2005. MOODLE is
currently hosted by WiscNet.
Partnerships:
Ongoing dialogue and
partnerships between schools,
workplace and post-secondary
leaders in support of learning
goals aligned with
community/state initiatives.
Information resources and
learning tools available beyond
the school day for parents and
all community members
Many partnerships, formal and informal, are
currently in progress between schools, district
personnel, businesses and secondary
institutions.
Some technology access is presently available
in libraries, community centers and as part of
the Community Learning Grants.
Individual school staff may offer before/after
school times for technology access. However,
there are no formal policies, partnerships or
strategies in place that assures equitable or
guaranteed access to students on any type of
regular basis.
Broadened participation of
community/post-secondary members as
both a contributor as well as beneficiary
component of technology initiatives.
Coordination and dissemination of
information regarding these partnerships.
Programs (coordinated with community
agencies) which ensure that students
have convenient access to equipment and
the digital resources necessary to extend
what is possible for students beyond the
school day as well as provide greater
equity of access among student
populations.
Partnerships Documents
from various department
initiatives
Library records
56

Needs Assessment / Current Status
Desired Future Current Status Gap Data Sources:
School building technology
facilities that serve as
Community Technology Access
Centers.
There is currently no formal strategy in place
to make available any MMSD Technology
Facilities for community use, instruction, etc.
Some limited building permits are granted for
scheduled classes through MSCR.
Development of a plan that would address
the needs, issues, expenses, logistics, etc.
needed to open school building technology
facilities to serve as Community
Technology Access Centers.
Building Permit Records
57

Goals and Objectives
Goal 1: Student Achievement
All students will experience a quality, standards-based, technology-infused education that maximizes learning
and encourages connectivity, productivity and efficiency.
Goal 2: Staff Effectiveness
All staff will have immediate access to the technology needed to develop the skills necessary to effectively and efficiently enhance
student learning as well as their own personal and professional growth.
Goal 3: Information Resources and Learning Tools
All staff and students will have access to the learning tools and information resources necessary to search,
evaluate, analyze, manage, manipulate, communicate and construct information and knowledge in the teaching
and learning environment.
Goal 4: Support Systems and Leadership
The District will put in place the necessary shared vision, staffing, policies, procedures, communications
systems, infrastructure and resources to ensure that all students reach high standards.
58

Goals and Objectives
Goal 1: Student Achievement
All students will experience a quality, standards-based, technology-infused education that maximizes
learning and encourages connectivity, productivity and efficiency.
Objectives are organized by the three fundamental educational issues they address
Acquisition of Essential Knowledge and Skills
(The use of technology to support student achievement of Wisconsin Model Academic Standards)
1. Review, revise, or design content-area curriculum and assessment which leverage the use of up-to-date hardware and digital content.
Focus professional development and technology resource investments to be able to integrate technology with classroom learning for
enhanced student achievement.
2. Design, implement and support project-based and inquiry-based instruction that engages students in real-world problems using the
tools of technology. Design new ways of assessing the outcomes of such instructional approaches.
Workforce Preparedness: 21st Century Skills
(The use of technology by students to acquire: Technology & Information Skills, Higher Order Thinking & Problem Solving Skills,
Teamwork and Communication Skills)
3. Integrate and implement a set of K12 ICT Literacy skills that includes managing complexity, problem solving, and thinking critically,
creatively and systematically.
4. Integrate and implement a set of communication, information and research tools that allow users to access, manage, integrate,
evaluate, create and communicate information.
5. Develop and implement the Information Technology options that should be a part of curriculum at elementary, middle and high school
levels.
6. Recommend and support personal development and productivity tools to enhance interpersonal and collaborative skills including selfdirection,
accountability, adaptability and social responsibility.
Educational Equity, Options and Opportunity
(The use of technology to address the issues of: Time, learning style, individual and special needs, language, access, economic status,
gender equity, geography, and educational options)
7. Expand the “virtual options” for students as a method of addressing the issues of equity, opportunity and individual needs.
8. Expand and support learning technologies for all students that address learning styles and unique needs. (Student categories include:
language minority, special education, migrant, intervention programs, digital divide, at-risk, etc.)
59

Goals and Objectives
Goal 2: Staff Effectiveness
All staff will have immediate access to the technology needed to develop the skills necessary to effectively and efficiently enhance
student learning as well as their own personal and professional growth.
1. Design a set of online professional development options* that supports the needs of staff in the “early” stages of
technology use so that they can:
acquire content knowledge,
learn administrative processes,
access professional development through technology.
2. Design a set of online professional development options* that addresses the needs of staff in the “transitional” stages of
technology use so that they can:
integrate the application of technology skills into teaching strategies,
work on advanced certifications or credentialing
3. Design a set of online professional development options* that addresses the needs of staff who have attained the “21st
Century Skills” stage so that they can:
act as facilitators, resources, partners and role models in the application and use of ICT literacy skills,
access professional development through ICT Literacy Tools when applicable.
* Professional Development Options address the use of technology for student success, educational management, and
enhanced productivity and efficiency. This includes: content, delivery format, skill sets, assessment, teaching strategies,
research & best practices, compensation, etc. (Design School and District Collaborative Models that utilize technology to
nurture professional communities characterized by shared purpose and collective responsibility for student achievement.
** Staff includes all MMSD staff including instructional, administrative, clerical and support staff.
60

Goals and Objectives
Goal 3: Information Resources and Learning Tools
All staff and students will have access to the learning tools and information resources necessary to search,
evaluate, analyze, manage, manipulate, communicate and construct information and knowledge in the
teaching and learning environment.
Ubiquitous Access:
1. Insure the availability, range, ease of access, quality and robustness of:
technology tools (equipment, infrastructure, etc.) relating to learning and working needs, with adequate ratios and
speed for “anytime, anywhere” and collaborative learning.
information resources that are adequate to meet performance needs for knowledge construction, collaboration,
assessment, information production and complex thinking for “anytime, anywhere” learning (collections, web
resources, software, data, etc.).
Data Management:
2. Improve the ability of staff to manage data and make data-driven decisions regarding curriculum, instruction,
professional development, student needs, etc. by exploring advanced technologies which allow for the efficient and costeffective
collection, analysis, and use of data.
3. Implement the new student information system to allow for:
extended data access
“process efficiency” improvements
alignment of lessons, assignments, and assessments by academic standard
reporting of student progress by academic standards.
Asset Management & Procurement:
4. Refine the electronic-media evaluation process that seeks out high quality, standards-based digital curriculum for
productivity and instructional support that is customer-friendly, efficient, and standardized.
61

Goals and Objectives
Goal 4: Support Systems and Leadership
The District will put in place the necessary shared vision, staffing, policies, procedures, communications
systems, infrastructure and resources to ensure that all students reach high standards.
Leading and Managing:
1. Develop and implement an integrated DISTRICT ICT SYSTEM with services and operations that are connected with
seamless integration to departments. This includes periodic reviewing/updating and monitoring of:
Technology standards for computers, peripherals, AV equipment, network infrastructure, etc.
Adequate and reliable structural, electrical, telecommunications, and network capacities
Technology allocation and deployment
Technology policies
Communication plan regarding ICT initiatives/resources/progress
Technology funding strategy
Technology support system (technical and curricular)
School-level technology leadership
Progress toward Technology Plan implementation
Partnering:
2. Expand, extend, enhance, collaborate, strengthen, and participate in a parent/community digital communication system
that supports information sharing (online assignments, email, weblogs, podcasting, etc.).
3 Continue to increase the number of partnerships and the quality of dialogue between school, community and postsecondary
institutions to insure that school learning goals are aligned and coordinated with community/state goals and
adult literacy opportunities.
4 Continue to increase the amount and quality of work with community agencies to ensure that students have convenient
access to equipment and the digital resources necessary to take advantage of learning opportunities outside of the
school day.
62

Action & Implementation Plans
To provide a comprehensive approach toward implementation of this plan, each action plan has been considered in light of the Six Essential
Conditions identified for effective technology use (North Central Regional Educational Laboratory (NCREL), c2004).
Forward Thinking, Shared Vision
Effective Teaching & Learning Practice
Educator Proficiency
Digital Age Equity
Robust Access
Systems and Leadership
The action plans are based on 1) The needs defined in the Current Status and Needs section and 2) The Goals and Objectives
The **Measurement Tools are a combination of local tools and an Assessment Framework (see tab: Assessment Framework) developed by
the State Educational Technology Directors Association (SETDA) National Leadership Institute. The framework is divided into rows, which
are referred to in the Measurement Tools column of the action plans.
For detail regarding the “Robust Access” Condition, refer to the companion document, MMSD Technology Environment: Current and Future
State.
Source: North Central Regional Educational Laboratory (NCREL), enGauge: A Framework for Effective Technology Use in Schools
63

Goal 1 - Student Achievement
All students will experience a quality, standards based, technology-infused education that maximizes learning and encourages
connectivity, productivity and efficiency.
Objective 1.1 Review, revise, or design content-area curriculum and assessment which leverage the use of up-to-date
hardware and digital content. Focus professional development and technology resource investments to be able to integrate
technology with classroom learning for enhanced student achievement.
Activity
(from which tasks will be developed)
Forward
Thinking,
Shared
Vision
Effective
Teaching &
Learning
Practice
Identify and disseminate relevant research, exemplary curricula and teaching
strategies that demonstrate effective technology integration and lead to
improvement in student academic achievement.
Provide opportunities for reflective discourse to help form and inform the
vision.
Strategically plan and promote technology as a design factor within the
alignment and review processes of each curricular area. Set clear goals and
measurable outcomes for technology-enhanced learning, where technology
skills and resources are appropriate and beneficial to student learning and
related to state standards. Document the impact and use it as a roadmap for
others, including expenditures, timelines, professional development and
coordination of resources.
Investigate technology-based alternative forms of student assessment, with
rubrics and scoring methods, to capture the full extent of student performance
& progress in acquiring skills and conceptual understandings that meet
standards.
Timeline
2006-
Ongoing
through
2009
2006-
Ongoing
through
2009
Responsibility
Teaching and Learning
Department
Teaching and Learning
Department
Measurement
Tools**
Data elements from Rows
29, 31, 32
Research/strategy
collection on WWW
Data elements from Rows
5, 9, 10, 11, 12
Curricular Plans and
Assessments
Educator
Proficiency
Digital Age
Equity
Robust
Access
Develop program assessments that demonstrate the value of the curriculum
and teaching strategies that have been enriched by technology.
Design professional development and support options for the above curricula
through both policy –oriented approaches (e.g., adopting district wide
strategies & purchases) and support-oriented approaches (e.g., peer mentors
and colleagues to examine existing and changing practice.)
Develop a method for using the NCREL “Range of Use” Model to assist schools
in determining if students are being exposed to a wide range of situations in
which technology is used as a part of the learning experience.
Develop a plan of hardware/software needs for each curricular area that is
aligned with specific curriculum goals and teaching strategy needs. Identify
tools that are versatile and valuable across subject areas and grade levels to
maximize the impact of district investment.
2006-
Ongoing
through
2009
2006-
2008
2006-
Ongoing
through
2009
Teaching and Learning
Department
Teaching and Learning
Department
Tech Services in
consultation with
Teaching and Learning
Department
Data elements from Rows
31, 32
Professional Development
Plan
Data elements from Row
28
“Range of Use”
implementation model
Data elements from Rows
14, 15, 18, 20
Hardware/Software Plan
Systems &
Leadership
At the district level, describe the effective use of technology using specific
measures, benchmarks, and sources of evidence
2006-
Ongoing
through
2009
Teaching and Learning
Department
Data elements from Rows
6, 31
Curricular
Implementation Plan
64

Goal 1 - Student Achievement
All students will experience a quality, standards based, technology-infused education that maximizes learning and encourages
connectivity, productivity and efficiency.
Objective 1.2: Design, implement and support project-based and inquiry-based instruction that engages students in realworld
problems using the tools of technology. Design new ways of assessing the outcomes of such instructional approaches.
Forward
Thinking,
Shared Vision
Educator
Proficiency
Digital Age
Equity
Effective
Teaching &
Learning
Practice
Robust
Access
Systems &
Leadership
Activity
(from which tasks will be developed)
Identify and disseminate relevant research and exemplary models that
support problem-based and inquiry-based learning and lead to
improvement in student academic achievement.
Provide opportunities for reflective discourse to help form and inform the
vision.
Provide teachers with the ongoing opportunities and support structure
needed to assist staff as they redefine pedagogical methods (this includes
sound understandings of underlying learning theory, pedagogy, students’
needs and learning styles and technology.) Consider options such as action
research, Collaborative Teaming, Study Groups, Online Learning
Communities, etc.
Assure that all students take part in the newly designed instructional units
by strengthening the expectation that all students will use technology in
the learning process.
Assemble teams of educators to design and pilot technology-supported
learning environments (with performance assessments) that help optimize
and enhance student motivation in the classroom as well as engage
students in authentic, collaborative multidisciplinary learning tasks. Make
digital age skills a component of all designs.
Determine the technological options needed to support the needs of a
knowledge-building community using the newly designed environments.
Assemble the data from pilot projects and use it to inform next steps.
.
Timeline
2006-
Ongoing
through
2009
2006-
Ongoing
through
2009
2006-
Ongoing
through
2009
2006-
Ongoing
through
2009
2006-
Ongoing
through
2009
2006-
Ongoing
through
2009
Responsibility
Teaching and Learning
Department
Teaching and Learning
Department
Teaching and Learning
Department
Teaching and Learning
Department
Tech Services in
consultation with
Teaching and Learning
Department
Teaching and Learning
Department
Measurement
Tools**
Data elements from Rows
29, 31, 32
Research/strategy
collection on WWW
Data elements from Rows
13, 32
Professional Development
plan
Data elements from Row
5, 32
Data elements from Rows
10, 11 12
Project Based or Inquiry
based Lesson Plans
Data elements from Rows
14, 15, 18, 20
Hardware/Software Plan
Data elements from Row
33
Data collection &
recommendations
65

Goal 1 - Student Achievement
All students will experience a quality, standards based, technology-infused education that maximizes learning and encourages
connectivity, productivity and efficiency.
Objective 1.3: Integrate and implement a set of K12 ICT Literacy skills that includes managing complexity, problem
solving, and thinking critically, creatively and systematically.
Activity
(from which tasks will be developed)
Forward
Thinking,
Shared
Vision
Educator
Proficiency
Digital Age
Equity
Effective
Teaching &
Learning
Practice
Robust
Access
Systems &
Leadership
Research and review the literature and reports that address 21 st Century Skills
(Metiri Group, SCANS, NETS, FIT, etc.) Use this knowledge to inform our vision.
Disseminate and share the information, providing opportunities for discussion and
professional community building in support of a shared vision.
Design professional development activities to address: Identification of the digital
literacies and 21st century skills, research on how these skills will help students'
academic performance, strategies for teachers to use in developing students' 21st
century skills, assessments by which to measure progress with technology and
21st century skills.
Insure opportunities to use technology in real context and with expanded options
outside the school day.
Establish a formal process for incorporating the identified skills into content area
curriculum, instruction and assessment systems.
Develop an assessment plan for assessing and reporting student capabilities
Develop the hardware/software plan needed to support the identified skills and
proficiencies.
Develop a strategic and comprehensive deployment plan to ensure that students
have everything needed—when it is needed—to ensure success.
Develop strategies to implement and assess the impact of these skills and
proficiencies.
Timeline
2006-
Ongoing
through
2009
2006-
Ongoing
through
2009
2006-
Ongoing
through
2009
2006-
Ongoing
through
2009
2006-
Ongoing
through
2009
2006-
Ongoing
through
2009
Responsibility
Teaching and
Learning Department
Teaching and
Learning Department
Teaching and
Learning Department
Teaching and
Learning Department
Tech Services in
consultation with
Teaching and
Learning Department
Teaching and
Learning Division
Measurement
Tools**
Data elements from
Rows 29, 31
Research/literature
collection on WWW
Data elements from
Rows 35, 36
Professional
Development Plan
Data elements from
Rows 2, 4
Student Profile
Defined Data Collection
Process
Data elements from
Rows 7, 30, 36
Defined 21 st Century
Skills Matrix with
Assessment options
Data elements from
Rows 14, 15, 18, 20
Hardware/Software Plan
Data elements from Row
36
Strategy Plan
66

Goal 1 - Student Achievement
All students will experience a quality, standards based, technology-infused education that maximizes learning and encourages
connectivity, productivity and efficiency.
Objective 1.4 Integrate and implement a set of communication, information and research tools that allow users to access,
manage, integrate, evaluate, create and communicate information.
Activity
(from which tasks will be developed)
Forward
Thinking,
Shared
Vision
Educator
Proficiency
Digital Age
Equity
Effective
Teaching &
Learning
Practice
Robust
Access
Systems &
Leadership
Move vision-into-practice by identifying the factors critical to tech-supported
student achievement and then organizing the processes for staff to own the
problem, solution and effort to measure and communicate effective uses of
technology. Use research that supports the effectiveness of this approach (B.
Joyce, Showers, & Rolheiser-Bennett, 1987; B. R. Joyce & Showers, 1988, 2002)
(M. Fullan, 1995, 1996, 2000, 2001; Hirsh & Sparks, 1999; Sparks & Hirsh, 2000)
Use the DPI publication “A Collaborative Planning Guide for Library Media and
Technology” as a guide to develop a Collaborative Team Model among staff at the
district level, school level and grade/subject level. Consider a combination of
Web-based, just-in-time, video-streamed materials as well as in-person and webbased
coaching methods.
Organize technology uses in ways that address equity and accountability through
the development of essential skills together with an identified technology toolkit
and assessment tools.
Explore the Teams of Inquiry approach (B. R. Joyce & Showers, 2002; Nash, 1994)
which expects groups to identify the important questions, collect data to learn
about the questions, reflect on what was learned, and take action and collective
responsibility based on the learning.
Align the essential conditions, the instructional framework, staff development and
the assessment processes to help assure visible results.
Using the “Collaborative Planning Guide for Library Meda and Technology” as a
model, plan for the integratation and consolidation of library media and
instructional technology services.
Timeline
2006-
Ongoing to
2009
2006-
Ongoing to
2009
2006-
Ongoing to
2009
2006-
Ongoing to
2009
Responsibility
Teaching and Learning
Department
Teaching and Learning
Department
Teaching and Learning
Department
Teaching and Learning
Department
Tech Services in
consultation with Teaching
and Learning Department
2006-2007 Teaching and Learning
Department
Measurement
Tools**
Data Elements from
Row 31
Establsihed
Processes
Data Elements from
Row 35
Collaborative Teams
Data Elements from
Row 28
Curricular Tech
Toolkits
Data Elements from
Row 32
Teams of Inquiry
Data Elements from
Row 31, 32
Systems Alignment
67

Goal 1 - Student Achievement
All students will experience a quality, standards based, technology-infused education that maximizes learning and encourages
connectivity, productivity and efficiency.
Objective 1.5: Develop and implement the Information Technology options that should be a part of curriculum at
elementary, middle and high school levels.
Forward
Thinking,
Shared
Vision
Educator
Proficiency
Digital Age
Equity
Activity
(from which tasks will be developed)
Continue to research and review the literature and reports that address workforce
preparedness, school-to-career and school-to-work programs. Continue to explore
aspects of the “The Met” (http://www.metcenter.org/) as a high school model.
Disseminate and share the information, via the Project TCP
(www.digitaldistricts.org/tcp/) and MMSD InfoTech websites, providing
opportunities for discussion and professional community building in support of a
shared vision.
Continue to develop online models, structure and design sessions to assist staff in
becoming proficient in planning and designing learning experiences that effectively
use technology in new ways. Focus on specific curricular areas that draw teams of
teachers, instructional designers, technology specialists and curriculum specialists
into a collaborative design process, resulting in new high-quality models.
Define and develop Project TCP (years 2 through 5) which established the
Information Technology Curriculum for the High School level. Delineate prerequisite
skills, an Introduction to the World of Technology Course, and course
options in the categories of: Networking/Maintenance, Programming, Digital Media,
Applications, Certification areas, etc. Design a system that will NOT be
department, teacher, grade or delivery specific. Address the option of courses
being cross-district, with some components delivered online.
Timeline
2006-
ongoing
through
2009
2006-
ongoing
through
2009
Responsibility
Teaching and
Learning Department
Teaching and
Learning Department
2006-09 Teaching and
Learning Department
Measurement
Tools**
Data elements from
Rows 29, 31
Research/strategy
collection on WWW
Data elements from
Rows 10, 11, 12
Strategy/Model
collection on WWW
Data elements from
Rows 28, 30
High School IT
Curriculum Proposal
Effective
Teaching &
Learning
Practice
Robust
Access
Systems &
Leadership
Outline the connections of this curriculum to other district student options: Youth
Apprenticeship, Student IT Support Programs, Service Learning, Internships, Job
Shadowing, etc.
Outline the connections of this curriculum to other student options held during
non-school hours: ITA, After School Programs, etc.
Develop the hardware/software plan needed to support the new Information
Technology Curriculum.
Develop the Partnerships/Collaborations (Business & Industry, Higher Ed) needed
to develop contemporary, relevant curriculum supported by the necessary
resources and student opportunities. In addition, continue to build the 7-district
consortium implementing and seeking funds for Project TCP.
2006-09 Teaching and
Learning Department
2006-09 Tech Services in
consultation with
Teaching and
Learning Department
2006-09 Teaching and
Learning Department
Data elements from
Rows 3, 7
Matrix outlining District
IT Options
Data elements from
Rows 14, 15, 18, 21
Hardware/Software Plan
Data elements from Row
33
Partnership Strategy
Document
68

Goal 1 - Student Achievement
All students will experience a quality, standards based, technology-infused education that maximizes learning and encourages
connectivity, productivity and efficiency.
Objective 1.6 Recommend and support personal development and productivity tools to enhance interpersonal and
collaborative skills including self-direction, accountability, adaptability and social responsibility.
Forward
Thinking,
Shared
Vision
Educator
Proficiency
Digital Age
Equity
Effective
Teaching &
Learning
Practice
Robust
Access
Systems &
Leadership
Activity
(from which tasks will be developed)
Research and review the literature and reports that address 21 st Century tools and
skills, such as The Big6, Center for Media Literacy, Educational Testing Service,
National Skills Standards Board, SCANS. Use this knowledge to inform our vision.
Build the capacity of teachers to use 21 st Century tools as critical enablers of
learning skills.
Assure that all students take part in the newly designed instructional units by
strengthening the expectation that all students will use technology in the learning
process
Integrate tools and skills strategically and comprehensively into core subjects to
create a vibrant education for students.
Align the essential conditions, instructional framework, staff development and the
assessment processes to help assure visible results.
Timeline
2006-
Ongoing to
2009
2006-
Ongoing to
2009
2006-
Ongoing to
2009
2006-
Ongoing to
2009
2006-
Ongoing to
2009
Responsibility
Teaching and Learning
Department
Teaching and Learning
Department
Teaching and Learning
Department
Teaching and Learning
Department
Teaching and Learning
Department
Measurement
Tools**
Data elements from
rows 29, 30, 31, 32
Data elements from
rows 6, 8, 9, 13
Data elements from
rows 1, 2, 28
Data elements from
rows 9, 10, 16
Data elements from
rows 23, 32, 36
69

Goal 1 - Student Achievement
All students will experience a quality, standards based, technology-infused education that maximizes learning and encourages
connectivity, productivity and efficiency.
Objective 1.7: Expand the “virtual options” for students as a method of addressing the issues of equity, opportunity and
individual needs.
Forward
Thinking,
Shared
Vision
Activity
(from which tasks will be developed)
Manage and communicate the work of the MMSD Online Learning initiative and
decisions of the District Steering Team.
Design a method of involvement for student families to develop the knowledge
needed to support and encourage students’ use of online learning.
Timeline
2006-09
2006-09
Responsibility
Teaching & Learning
Department
Measurement
Tools**
Data elements, Row 33
--Up-to-Date Online Info
--Family Communication
--Plan for Online
Learners
Educator
Proficiency
Digital Age
Equity
Effective
Teaching &
Learning
Practice
Robust
Access
Systems &
Leadership
Continue to build the capacity of staff to effectively facilitate and manage student
use of standards-based online learning options.
Continue to build the capacity of staff to evaluate, develop, teach and assess
curriculum in an online learning environment.
Increase access to online curriculum that offers the opportunity to learn the
content and processes of the Wisconsin Model Academic performance standards for
students enrolled in alternative and comprehensive high schools.
Develop a multi-tiered student support structure that responds to the unique
needs of students and provides the support needed to ensure successful course
completion.
Plan and develop an MMSD Customized Virtual Portal to manage, and deliver
online courses and resources.
Provide alternative off-hours access to students enrolled in online courses.
Build the internal capacity of MMSD to implement online learning options through
policy development, teacher-leader development and collaboration with partner
districts. Design/Develop an MMSD Virtual Campus, a cross-district program to
(1) centralize district resources, initiatives and talents for efficient development
and deployment of digital curricula, tools and training, 2) provide training and
development services to departments migrating to virtual options & tools and 3)
address equity and increase opportunity for staff and students by using new and
emerging technologies to provide flexible options and solutions.
2006-09 Teaching & Learning
Department
2006-09 Teaching & Learning
Department
2006-09 Teaching & Learning
Department
2006-09
2006-09
Tech Services in
consultation with
Teaching & Learning
Department
Community Based
Organizations
2006-09 Teaching & Learning
Department
Data elements, Row 13
Professional
Development Ladder for
Web-Based Learning
Options
Data elements, Row 28
Online Learning Course
Catalog
Data elements from
Rows 8, 32
Student Support Plan for
Online Learners
Data elements from
Rows 14, 15, 18, 19, 20
Hardware/Software Plan
(including after school
hours options and
support)
Data elements from Row
31
Dane Districts Online
Grant Applications and
Implementation
70

Goal 1 - Student Achievement
All students will experience a quality, standards based, technology-infused education that maximizes learning and encourages
connectivity, productivity and efficiency.
Objective 1.8: Expand and support learning technologies for all students that address learning styles and unique needs.
(Student categories include: language minority, special education, migrant, intervention programs, digital divide, at-risk, etc.)
Activity
Measurement
Timeline Responsibility
(from which tasks will be developed)
Tools**
Forward Provide staff with the latest information on how technology can add value to their 2006-09 Departments of Data elements from Row
work with specific student populations and individual student needs, bridging the
Teaching & Learning 27
Thinking,
gap between research and practice.
and Educational
Shared
Services
Research/strategy
Vision
collection on WWW
Educator
Proficiency
Digital Age
Equity
Effective
Teaching &
Learning
Practice
Robust
Access
Systems &
Leadership
Build the capacity of teachers to use technology by providing compelling models of
effective uses of technology that enable them to experience success for both
students and themselves. Provide consultation on the context, content,
instructional design, curriculum and assessment that together shape effective
teaching and learning with students.
Assure Digital Equity in MMSD (ie, all students have adequate access to
information and communications technologies for learning and for preparing for
the future—regardless of socioeconomic status, physical disability, language, race,
gender or any other characteristics that have been linked with unequal treatment.)
Develop technology supports which focus on differentiated learning concepts. For
instance:
• multiple means of expressions (multimedia presentations)
• multiple means of engagement (simulations, online manipulative,
content-based software)
• multiple means of representation (digital images, digital sound,
animation, text-to-speech resources.)
2006-09 Departments of
Teaching & Learning
and Educational
Services
2006-09 Departments of
Teaching & Learning
and Educational
Services
2006-09 Departments of
Teaching & Learning
and Educational
Services
Develop the hardware/software plan needed to support the above initiatives 2006-09 Tech Services in
consultation with the
Departments of
Teaching & Learning
and Educational
Services
Identify the “points of light” as well as successful models where technology is
being used effectively to advance student learning. Devise a method of scaling
these models, while at the same time retaining the contextual conditions that
ensure success.
2006-09 Departments of
Teaching & Learning
and Educational
Services
Data elements from
Rows 10, 11, 12
Professional
Development Plan and
Options
Data elements from Row
27
Data Display with
Recommendations
Data elements from
Rows 10, 11
Lesson Plans
Data elements from
Rows 14, 15, 18, 20
Hardware/Software Plan
Data elements from Row
32
Marketing and
Dissemination Plan
71

Goal 2 – Staff Effectiveness
All staff will have immediate access to the technology needed to develop the skills necessary to effectively and efficiently enhance student learning
as well as their own personal and professional growth.
Objective 2.1: Design a set of online professional development options* that supports the needs of staff in the “early”
stages of technology use so that they can: 1) acquire content knowledge, 2) learn administrative processes, 3) access
professional development through technology.
Activity
(from which tasks will be developed)
Forward
Thinking,
Shared
Vision
Educator
Proficiency
Digital Age
Equity
Effective
Teaching &
Learning
Practice
Robust
Access
Systems &
Leadership
Develop a formal process that considers and conducts research and reviews of best
practices.
---Use the NETS Standards for Teachers, TSSA Standards for Administrators and the
Wisconsin Teacher & Administrator Standards as a basis to develop, support and
measure a set of Essential Skills/practices for all staff.
---Consider development of policy-oriented approaches such as:1) Adoption of
technology into specific curricular areas, 2) Inclusion of tech criteria in teacher and
principal evaluation instruments, 3) Inclusion of tech criteria in a teacher’s individual
professional development plan, 4) Alignment of hiring practices with system
technology goals and vision.
---Design and implement an online self-assessment tool which will assist staff to better
determine their needs, lay out professional growth plans, and receive consultation
when the need arises. Design a mentor/coach program to assist staff along their
career pathway.
Develop a variety of online professional development options to accommodate staff
need, schedules and learning styles.
Design methods to help staff scaffold, for their students and themselves, their
proficiency in using productivity tools for classroom management as well as
instructional environments.
Develop the hardware/software plan needed to provide access for all staff.
Develop a strategic and comprehensive deployment plan to ensure that staff have
everything needed—when it is needed—to ensure success
Define the effective use of technology, using specific measures, benchmarks, and
sources of evidence. Include performance measures and benchmarks of educator
proficiencies. Provide sample PDPs to help staff outline potential growth plans.
Establish a range of incentives (funding, perks, waivers, and other special
opportunities which reward both teams and individuals) to support the professional
development needed for the path of defined skills/practices.
Timelin
e
2006-
Ongoing to
2009
2006-
Ongoing to
2009
2006-
Ongoing to
2009
2006-
Ongoing to
2009
2006-
Ongoing to
2009
2006-
Ongoing to
2009
Responsibility
Teaching and Learning
Department
Teaching and Learning
Department
Director for Select
Government Programs
Teaching and Learning
Department
Teaching and Learning
Department
Tech Services in
consultation with
Teaching and Learning
Department
Teaching and Learning
Department
Director for Select
Government Programs
Measurement
Tools**
Data Elements,
Row 32
--Formal Process
Defined
Data Elements
from Row 9, 35
Defined &
measurable Staff
Skills
Policies, Self
Assessment and
Coaching programs
developed
--Data Elements
from Row 13
--Pro Dev Options
Data Elements
from Row 8
Defined
Methodology
Data Elements
from Row 14, 15
Data Elements
from Row 31, 36
Incentives and
Effective Uses
Defined
72

Goal 2 – Staff Effectiveness
All staff will have immediate access to the technology needed to develop the skills necessary to effectively and efficiently enhance student learning
as well as their own personal and professional growth.
Objective 2.2: Design a set of online professional development options* that addresses the needs of staff in the
“transitional” stages of technology use so that they can: 1) integrate the application of technology skills into teaching
strategies, 2) work on advanced certifications or credentialing.
Forward
Thinking,
Shared
Vision
Educator
Proficiency
Digital Age
Equity
Effective
Teaching &
Learning
Practice
Activity
(from which tasks will be developed)
Define a professional development program which is grounded in emergent
research on how people think and learn, combining brain research and cognitivelearning
theory and informed by research on how technology impacts learning.
Disseminate a repertoire of technology-supported strategies that support digitalage
skills for learning.
Use the NETS Standards for Teachers, TSSA Standards for Administrators and the
Wisconsin Teacher & Administrator Standards as a basis to develop, support and
measure a set of Essential Skills/practices for all staff.
Develop cohesive and coordinated, long-term learning personal path options for
staff that are identified and supported.
Develop a variety of online professional development options to accommodate staff
need, schedules and learning styles..
Develop Support oriented approaches that focus on encouragement of teachers by
peers (colleagues, mentors, or individuals with roles such as tech integration) to
examine and consider change and existing teaching practices. These approaches
might include: co-planning, co-teaching, and modeling of units by more
experienced teachers as well as more traditional approaches such as workshops.
Design activities that allow staff to become fluent in the social, ethical and legal
issues raised by technology and allow them to ably guide students to the same
understanding.
Timeline
2006-
Ongoing to
2009
Responsibility
Teaching and Learning
Department
2006-2009 Teaching and Learning
Department
2006-
Ongoing to
2009
2006-
Ongoing to
2009
Director for Select
Government Programs
Teaching and Learning
Department
Teaching and Learning
Department
Measurement
Tools**
Data Elements from
Row 29
Defined Professional
Development Program
Data Elements from
Rows 9, 35
Defined & measurable
Staff Skills
Data Elements from
Row 13
Defined Professional
Development Program
Data Elements from
Rows 8, 10, 11, 12,
32
Robust
Access
Systems &
Leadership
Empower and involve teachers in the development of school wide and district wide
assessments.
Develop the hardware/software plan needed to support the identified skills and
proficiencies.
Develop a strategic and comprehensive deployment plan to ensure that staff have
everything needed—when it is needed—to ensure success.
Define the set of technology tools that support specific kinds of instruction and
intellectual inquiry. Establish formal processes to engage teams of educators to
optimize the use of technology in teaching, learning management and assessment.
2006-
Ongoing to
2009
2006-
Ongoing to
2009
Tech Services in
consultation with
Teaching and Learning
Department
Teaching and Learning
Department
Data Elements from
Rows 14, 15
Data Elements from
Row 6. Defined tools
and processes
73

Goal 2 – Staff Effectiveness
All staff will have immediate access to the technology needed to develop the skills necessary to effectively and efficiently enhance student learning
as well as their own personal and professional growth.
Objective 2.3: Design a set of online professional development options* that addresses the needs of staff who have
attained the “21 st Century Skills” stage so that they can: 1) act as facilitators, resources, partners and role models in the
application and use of ICT literacy skills,2) access professional development through ICT Literacy Tools when applicable.
Forward
Thinking,
Shared
Vision
Educator
Proficiency
Digital Age
Equity
Effective
Teaching &
Learning
Practice
Robust
Access
Systems &
Leadership
Activity
(from which tasks will be developed)
Design opportunities for those educators at the “21 st Century Skills Stage” to take
the lead in using innovations and serve as the “research and development
department”. Use their work to inform our system about what is possible and
create models of what works and what needs to work better.
Communicate success stories on a regular basis.
Design “Learner-centered” professional development opportunities and
communities focused on student work and innovative teaching methods. Provide
participants the latitude to design their own professional growth path, while being
held accountable for stated outcomes.
Organize technology uses in ways that address equity and accountability through
the development of essential skills together with an identified technology toolkit
and assessment tools.
Promote a collaborative culture that embraces and encourages experimentation.
Experiment with new models of planning and design, new classroom management
strategies and new strategies for accommodating special-needs students. Explore
emerging technologies (digital ink, telerobotics, virtual creatures, simulated
environments, educational gaming, multimedia editing, etc.)
Promote compelling models of effective uses of technology, supporting qualities of
reflection and collaboration within the context of action.
Develop the hardware/software plan needed to support ubiquitous access for
“anytime, anywhere” access, assuring that technology is organized around
learning.
Develop a strategic and comprehensive deployment plan to ensure that staff have
everything needed—when it is needed—to ensure success.
Encourage ongoing experiential models that engage teachers and principals in
long-term solutions to challenging problems, enabling cohorts of educators to
solve meaningful problems as they grow professionally. Grow successful models
into large-scale programs that formalize the processes.
Timeline
2006-
Ongoing to
2009
2006-
Ongoing to
2009
2006-
Ongoing to
2009
2006-
Ongoing to
2009
2006-
Ongoing to
2009
2006-
Ongoing to
2009
Responsibility
Teaching and Learning
Department
Teaching and Learning
Department
Teaching and Learning
Department
Teaching and Learning
Department
Teaching and Learning
Department
Teaching and Learning
Department
Measurement
Tools**
Data Elements from
Rows 9, 30, 33
Opportunities and
stories
Data Elements from
Row 9
Professional
Development
Opportunities
Data Elements from
Row 6
Curricular Tech
Toolkits
Data Elements from
Row 8, 9, 10
New models of
Effective Technology
Use
Data Elements from
Row 14, 15
Data Elements from
Rows 23, 29, 31, 34
-Established, Systemic
Models in Place of
Effective Tech Use
74

Goal 3 - Information Resources and Learning Tools
All staff and students will have access to the learning tools and information resources necessary to search, evaluate, analyze,
manage, manipulate, communicate and construct information and knowledge in the teaching and learning environment.
Objective 3.1: Insure the availability, range, ease of access, quality and robustness of: 1) technology tools (equipment,
infrastructure, etc.) relating to learning and working needs, with adequate ratios and speed for “anytime, anywhere” and
collaborative learning, 2) information resources that are adequate to meet performance needs for knowledge construction,
collaboration, assessment, information production and complex thinking for “anytime, anywhere” learning (collections, web
resources, software, data, etc.).
Forward
Thinking,
Shared
Vision
Educator
Proficiency
Digital Age
Equity
Effective
Teaching &
Learning
Practice
Robust
Access
Activity
(from which tasks will be developed)
Continue to develop, for each grade level/content area, the optimal learning “toolkit”
(hardware, software, connectivity, peripherals) needed by staff and students to
support MMSD learning goals and staff productivity tasks.
Align professional development opportunities, curriculum planning, and teacher
evaluation systems to the identified “toolkit.”
Assure that all buildings can equally provide the physical requirements for items
defined above (electrical, space allocation, network capability, server, phone lines,
security, etc.)
Develop new methods of dissemination of Best Practices through FAQs , staff action
research and the development of a virtual professional development center.
Assure that the digital tools we expect teachers and students to employ are readily
accessible (word processing, spreadsheets, databases, presentation programs, web
design tools and image manipulation applications.)
Support integration by creating a variety of designs for hardware purchase and
deployment (workstation, laptop, Neos, wireless, handheld, labs, iPods, mobile carts,
etc.)
Timeline
2006-
Ongoing to
2009
2006-
Ongoing to
2009
2006-
Ongoing to
2009
2006-
Ongoing to
2009
2006-
Ongoing to
2009
Responsibility
Teaching & Learning in
consultation with
Technical Services
Staff Development /
Human Resources
Director for Select
Government Programs
Tech Services in
consultation with
Teaching & Learning
Teaching & Learning
Teaching and Learning
in consultation with
Technical Services
Measurement
Tools**
Existence of “Toolkit”
Data Elements from
Rows 14, 15, 16
Alignment Framework
Data Elements from
Rows 35
Data Elements from
Rows 18, 37
Data Elements from
Rows 6, 13
Evidence of web-based
professional development
resources; courseware
and FAQs.
Existence of necessary
tools
Data Elements from
Rows 14, 15, 16
Systems &
Leadership
Create a cohesive plan for resource management. 2006-
Ongoing to
2009
Technical Services and
Teaching and Learning
Evidence of resource
management plan.
Data Elements from
Rows 37
75

Goal 3 - Information Resources and Learning Tools
All staff and students will have access to the learning tools and information resources necessary to search, evaluate, analyze,
manage, manipulate, communicate and construct information and knowledge in the teaching and learning environment.
Objective 3.2: Improve the ability of staff to manage data and make data-driven decisions regarding curriculum,
instruction, professional development, student needs, etc. by exploring advanced technologies which allow for the efficient
and cost-effective collection, analysis, and use of data.
Forward
Thinking,
Shared
Vision
Educator
Proficiency
Digital Age
Equity
Activity
(from which tasks will be developed)
--Encourage the use of the MMSD Data Warehouse and school information system
to answer aggregate level questions,“drill down” to determine root causes and
investigate specific student situations
--Expand warehouse tables to include elementary grades, special education, health
services, student activities, and open enrollment.
Continue three types of professional development:
1) Data Academy in which participants learn about productivity software;
2) Post-Test Workshops where participants learn about assessment data
interpretation and use; and
3) On-demand training on various student systems including grade reporting,
assessment data capture and reporting, attendance, behavior and discipline
recording, among others.
--Use databased decision support systems as a tool in monitoring equity and
access issues and their impact on student achievement outcomes. Implement a
rigorous program evaluation plan to carry out such investigations.
--Refine the system that allows students and staff access to local materials, online
databases and Internet resources from any location and at any time.
Timeline
2006-
Ongoing to
2009
2006-
Ongoing to
2009
2006-
Ongoing to
2009
Responsibility
Student Data Team
with internal
customer groups
R&E and Student Data
Team with internal
customers
R&E
Measurement
Tools**
Data Elements from
Row 23, 36
Data Elements from
Rows 13, 23
Results of Professional
Development
Data Elements from
Rows 23, 36
Support System Tool
Effective
Teaching &
Learning
Practice
Robust
Access
Systems &
Leadership
Create standards for staff knowledge in using decision support and data collection
tools. Monitor their achievement through on-going analysis of user access
statistics, post-training follow-up, and informal feedback. In the case of
administrators, adjust job descriptions and performance review process to
incorporate these standards.
Provide district leaders with the technology tools to collect, organize, analyze,
disaggregate, and report on student achievement data (e.g. PDAs, hand-held
computing devices) and assist in classroom achievement. Access from home is
essential for such tasks as grade reporting by teachers and even schoolimprovement
data analysis among the principal group.
Prioritize databased decision making and the collection of requisite data
throughout the system.
2006-
Ongoing to
2009
2006-
Ongoing to
2009
2006-
Ongoing to
2009
Human Resources,
T&L, R&E, Assistant
Superintendents
Tech Services
Superintendent
Data Elements from
Rows 23, 36
Staff Standards
Data Elements from
Rows 16
Presence of technology
tools
Data Elements from
Rows 36
--Prioritized Data
Collection
76

Goal 3 - Information Resources and Learning Tools
All staff and students will have access to the learning tools and information resources necessary to search, evaluate, analyze,
manage, manipulate, communicate and construct information and knowledge in the teaching and learning environment.
Objective 3.3: Implement the new student information system to allow for:1) extended data access, 2) “process
efficiency” improvements , 3) alignment of lessons, assignments, and assessments by academic standard, 4) reporting of
student progress by academic standards.
Forward
Thinking,
Shared
Vision
Educator
Proficiency
Effective
Teaching &
Learning
Practice
Robust
Access
Systems &
Leadership
Activity
(from which tasks will be developed)
Utilize the just-in-time and on-demand models of training staff in the use of
student information system (SIS) via the web.
Create a library of topics in which specific aspects of SIS are taught to staff.
Identify staff priority: Clerical staff may be one of the key early constituencies for
such training, but clearly instructional and administrative staff can save time as
well.
Implement curriculum via web for SIS. Where appropriate, create course
sequences from beginner through advanced levels.
Improve instructional staff use of SIS and other classroom management
applications to allow more time devoted to direct work with students.
Use data analysis techniques from the two systems to better differentiate
instruction.
Insure the ability to complete administrative tasks from multiple locations
(classroom, office, at home, etc.)
Create and enforce expectations of practice and performance with productivity
tools. Where appropriate embed these within performance review processes.
Timeline
Responsibility
2006-09 R&E, T&L, Finance &
Accounting, Human
Resources,
Educational Services
2006-09 R&E, T&L, Finance &
Accounting, Human
Resources,
Educational Services
2006-09 R&E, T&L, Finance &
Accounting, Human
Resources,
Educational Services
Measurement
Tools**
Data elements from
Rows 9, 13
Data elements from
Rows 21
Data elements from
Rows 9, 23, 34
2006-09 Tech Services Data elements from
Rows 16, 17
2006-09 Human Resources,
Superintendent,
Assistant
Superintendents
Data elements from
Rows 6, 9, 31
77

Goal 3 - Information Resources and Learning Tools
All staff and students will have access to the learning tools and information resources necessary to search, evaluate, analyze,
manage, manipulate, communicate and construct information and knowledge in the teaching and learning environment.
Objective 3.4: Refine the electronic-media evaluation process that seeks out high quality, standards-based digital
curriculum for productivity and instructional support that is customer-friendly, efficient, and standardized.
Forward
Thinking,
Shared
Vision
Educator
Proficiency
Digital Age
Equity
Effective
Teaching &
Learning
Practice
Robust
Access
Systems &
Leadership
Activity
(from which tasks will be developed)
Refine electronic media and technology selection and adoption procedures
that focus on the selection of age appropriate and task specific digital content
and hardware.
Design and implement a program focused on the pilot testing of emerging
technologies.
Provide professional development activities which guide/aid staff in
integrating digital content into instruction, sharing best practices, etc.
Track selection, adoption, and pilot program activities at the building level as
a function of gender, ethnicity, and SES. Adjust accordingly.
Assist staff in easily identifying digital content by establishing formal teams
which identify, evaluate, and matrix high-quality content by grade and subject
areas.(electronic field trips, supplemental curriculum, web quests, web-based
projects, online courses, etc.)
Maintain a level of network performance and Internet access compatible with
digital age equity goals and selection of digital content.
Examine the present financial model for purchasing digital content in order to
achieve an efficient method of reaching a district vision of digital learning.
Strengthen district vehicles (ERL, IMSC, Selection Committees, CCBC
selection days) by which resources are consistently and effectively evaluated,
selected, accessed and communicated throughout MMSD. Communicate and
disseminate information about district electronic selections.
Timeline Responsibility Measurement Tools**
2006-2009
Ongoing
2006-2009
Ongoing
2006-2009
Ongoing
2006-2009
Ongoing
2006-2009
Ongoing
2006-2009
Ongoing
Teaching &
Learning
Teaching &
Learning
Teaching &
Learning
Teaching &
Learning
Technical Services
Teaching &
Learning
The existence of District
approved selection policies for
software and electronic
resources.
Data Elements from Rows 7
Professional Development
Results.
Data Elements from Rows 12,
13
Reports documenting resource
acquisition as a function of
SES, etc.
Data Elements from Rows 24,
25, 26
Work of curricular-based
selection committees.
Data Elements from Rows 6,
12
Network capacity and use
documentation.
Data Elements from Rows 18,
20, 22
Financial Model
Data Elements from Row 37
78

Goal 4 – Support Systems and Leadership
The District will put in place the necessary shared vision, staffing, policies, procedures, communications
systems, infrastructure and resources to ensure that all students reach high standards.
Objective 4.1: Develop and implement an integrated DISTRICT ICT SYSTEM with services and operations that
are connected with seamless integration to departments. This includes periodic reviewing/updating and
monitoring of: 1) Technology standards for computers, peripherals, AV equipment, network infrastructure, etc.,
2) Adequate and reliable structural, electrical, telecommunications, and network capacities, 3) Technology
allocation and deployment, 4) Technology policies, 5) Communication plan regarding ICT
initiatives/resources/progress, 6) Technology funding strategy, 7) Technology support system (technical and
curricular, 8) School-level technology leadership, 9) Progress toward Technology Plan implementation.
Forward
Thinking,
Shared Vision
Educator
Proficiency
Digital Age
Equity
Effective
Teaching &
Learning
Practice
Robust Access
Systems &
Leadership
Activity
(from which tasks will be developed)
Design activities to assist staff in developing a shared
vision consistent with MMSD direction and today’s digital
age needs.
District promotes initiatives that provide staff with the capacity to
integrate technology effectively into curricula and instruction.
Develop a technology infrastructure in a manner that
expands access to technology for students (particularly
disadvantaged students) and teachers.
Implement and support a comprehensive system that uses
technology to become more effective and efficient in
communication, management and leadership to improve
academic achievement.
Develop, improve and maintain a technology infrastructure that
expands access to technology at a rate at least commensurate
with needs.
Establish and use metrics and benchmarks for effective uses of
technology for decision-making at the student, educator and
systems levels.
Timeline Responsibility
Measurement
Tools**
2006-09 MMSD Technology Council Data Elements from Row 29
2006-09 MMSD Technology Council Data Elements from Row 34
2006-09 MMSD Technology Council Data Elements from Row 28
2006-09 MMSD Technology Council Data Elements from Row 31
2006-09 MMSD Technology Council Data Elements from Row 14,
15, 16, 17, 18, 37
2006-09 MMSD Technology Council Data Elements from Row 36
79

Goal 4 – Support Systems and Leadership
The District will put in place the necessary shared vision, staffing, policies, procedures, communications
systems, infrastructure and resources to ensure that all students reach high standards.
Objective 4.2: Expand, extend, enhance, collaborate, strengthen, and participate in a parent/community
digital communication system that supports information sharing (online assignments, email, weblogs, podcasting,
etc.).
Forward
Thinking,
Shared Vision
Educator
Proficiency
Digital Age
Equity
Effective
Teaching &
Learning
Practice
Robust Access
Systems &
Leadership
Activity
(from which tasks will be developed)
Investigate all possible options for allowing parents’
access to student information, as well as to update their
own information within our systems.
Provide adequate training to teachers, administrators,
and other support staff in the use of tools that allow
parent communications. Explore and implement with
teaching staff simple and easily developed web-site
management systems.
Use partnerships to increase access to technology, particularly
in schools served by high needs local educational agencies.
Create collaborative teacher teams working in
conjunction with Parent Response Team staff to design
appropriate communications guides.
Proactively expand communication options for parents
and community members..
Create standards for communication practice for all
schools.
Timeline
Responsibility
2006-09 Student Data Team, R&E,
T&L, Public Information
2006-09 Student Data Team, R&E,
T&L, Public Information
2006-09 Student Data Team, R&E,
Tech Services
2006-09 T&L, Parent Response
Team
Measurement
Tools**
Data Elements from Rows
33
Data Elements from Rows 9,
13, 33
Evidence of effective
communication
Data Elements from Row 33
Data Elements from Row 33
2006-09 Tech Services Data Elements from Rows
14-19
2006-09 Superintendent, Public Data Elements from Rows
Information, T&L
31, 32, 33
80

Goal 4 – Support Systems and Leadership
The District will put in place the necessary shared vision, staffing, policies, procedures, communications
systems, infrastructure and resources to ensure that all students reach high standards.
Objective 4.3: Continue to increase the number of partnerships and the quality of dialogue between school,
community and post-secondary institutions to insure that school learning goals are aligned and coordinated with
community/state goals and adult literacy opportunities.
Forward
Thinking,
Shared
Vision
Activity
(from which tasks will be developed)
Identify and act on a full range of mutually beneficial partnerships, exchanges and
collaborations with Higher Ed and local business and industry for the purpose of
improving the academic and personal growth of our youth and collaborating with
adult literacy service providers.
Timeline
2006-2009
Ongoing
Responsibility
Teaching &
Learning,
Partnership
Coordinator Tech
Services
Measurement
Tools**
Evidence & success of
partnerships
Data Elements from
Rows 29, 33
Educator
Proficiency
Digital Age
Equity
Effective
Teaching &
Learning
Practice
Robust
Access
Systems &
Leadership
Supplement professional development needs through partnerships. For example,
job shadowing or externships in the field of technology and information science,
HED or business mentors for staff, bringing local experts into the classroom to
share the 21 st Century World of Work, site visits to local business/industry for
exposure to business environments, etc.
Target students traditionally under-represented in the technology workplace and
design programs offering real-world experiences (building on successful models
such as the UW Partnership “Information Technology Academy, Project TCP, etc.”)
Determine collaborative ways to address community adult literacy needs around
technology use with the intent of increasing benefits for all constituents.
Partner with HED and businesses to develop project-centered curricula that
provides a context for learning and use real-world applications that demonstrate
the relevance of the skills that students are learning.
Expand existing or develop new district initiatives (school-to-career programs,
career exploration opportunities, job shadowing, internships, tutoring and
mentoring) that expose students to the Information Technologies fields.
Work with partners to identify a diversified mix of resources that can provide
greater access to technology resources in MMSD schools.
Conduct local and global research in search of highly successful high-tech
partnerships among schools, community and industry. Analyze to determine
which models have the potential to advance the MMSD vision. Grow these models
into scalable programs.
2006-2009
Ongoing
2006-2009
Ongoing
2006-2009
Ongoing
2006-2009
Ongoing
2006-2009
Ongoing
Teaching &
Learning;
Partnership
Coordinator
Teaching &
Learning;
Partnership
Coordinator
Teaching &
Learning;
Partnership
Coordinator
T/L with Technical
Services
Teaching &
Learning;
Professional
Development Designs
and Results
--Data Elements from
Rows 33, 12, 13
Evidence & success of
partnerships
---Data Elements from
Rows 24-26
Evidence & success of
partnerships
Data Elements from
Rows 29, 31, 33
Evidence & success of
partnerships
--Data Elements from
Rows 19, 14, 15
Evidence & success of
models
Data Elements from
Rows 29, 33, 34
81

Goal 4 – Support Systems and Leadership
The District will put in place the necessary shared vision, staffing, policies, procedures, communications
systems, infrastructure and resources to ensure that all students reach high standards.
Objective 4.4: Continue to increase the amount and quality of work with community agencies to ensure that
students have convenient access to equipment and the digital resources necessary to take advantage of learning
opportunities outside of the school day.
Forward
Thinking,
Shared Vision
Educator
Proficiency
Digital Age
Equity
Effective
Teaching &
Learning
Practice
Robust Access
Systems &
Leadership
Activity
(from which tasks will be developed)
Work collaboratively with key stakeholders to articulate a vision that reflects
current realities and unique state, local workforce and community needs.
Continue to engage in conversations with educators and develop methods and
tools to help education leaders jumpstart collaborative initiatives within their
schools.
Structure schools, community centers and/or other local youth services providers
so that current technology is available to traditionally under-served, low income,
non-English speaking populations.
Design activities that encourage student creativity using technology outside the
school day (for example, multimedia design fairs.)
--Create opportunities for students outside the school day, coordinated with local
youth services providers and MSCR.
Seek expertise, materials, and funding, or volunteer time from local businesses or
organizations with an interest in specific real-world projects.
Timeline
2006-2009
Ongoing
2006-2009
Ongoing
2006-2009
Ongoing
2006-2009
Ongoing
2006-2009
Ongoing
2006-2009
Ongoing
Responsibility
Teaching &
Learning
Teaching &
Learning
Teaching &
Learning, Tech
Services
Teaching &
Learning
Teaching &
Learning, MSCR
Teaching &
Learning
Measurement
Tools**
Plan Development and
Implementation
Data Elements from
Rows 33, 19, 20
Data Elements from
Row 13
Data Elements from
Rows 33, 19, 20. 24,
25, 26
Data Elements from
Rows 33, 19, 20
Data Elements from
Rows 14, 15, 18, 19
Evidence of activities.
Data Elements from
Rows 33, 19, 20
82

Projected Budget
Project Budget - Goal 1
All students will experience a quality, standards based, technology infused education that maximizes learning and encourages connectivity
productivity and efficiency.
# Objective Budget Narrative Year 1 Source Year 2 Source Year 3 Source
1.1 Review, revise, or design content-area curriculum
and assessment, that leverage the use of up-todate
hardware and digital content. Focus
professional development and technology resource
investments to be able to integrate technology
with classroom learning for enhanced student
achievement.
Curriculum, assessment,
professional development
– integrate into ongoing
work
Technology resources--
See companion document
NA
--
--
--
NA
--
--
--
NA
--
--
--
1.2 Design, implement and support project-based and
inquiry-based instruction that engages students in
real-world problems using the tools of technology.
Design new ways of assessing the outcomes of
such instructional approaches.
1.3 Integrate and implement a set of K12 ICT Literacy
skills that includes managing complexity, problem
solving, and thinking critically, creatively and
systematically.
1.4 Integrate and implement a set of communication,
information and research tools that allow users to
access, manage, integrate, evaluate, create and
communicate information.
1.5 Develop and implement the Information
Technology options that should be a part of
curriculum at elementary, middle and high school
levels.
1.6 Recommend and support personal development
and productivity tools to enhance interpersonal
and collaborative skills including self-direction,
Integrate into ongoing
work of curriculum
coordinators and resource
teachers
Release time for teacher
team to define skills.
Integrate into ongoing
work of curriculum
coordinators and resource
teachers
Incorporated into
Technology and Learning
and Career & Technical Ed
Coordinators’ job
responsibilities
See Ed Tech Grant (if not
funded, there will be no
concerted effort to develop
virtual options); if funded
one goal is to develop a
business plan which would
include budget and source
for years 2 and 3
Incorporated into Ed
Services and T&L
Department
NA -- NA -- NA --
$3,000
NA
District
--
NA
NA
NA -- NA -- NA --
$100,000 Ed Tech
Grant
--
--
NA -- NA -- NA --
NA
--
--
--
83

Projected Budget
# Objective Budget Narrative Year 1 Source Year 2 Source Year 3 Source
accountability, adaptability and social
responsibilities
responsibility.
1.7 Expand the “virtual options” for students as a
method of addressing the issues of equity,
opportunity and individual needs.
1.8 Expand and support learning technologies for all
students that address learning styles and unique
needs. (Student categories include: language
minority, special education, migrant, intervention
programs, digital divide, at-risk, etc.)
Totals $100,000 -- --
84

Projected Budget
Project Budget - Goal 2
All staff will have immediate access to technology and the skills necessary to effectively and efficiently use the technology to enhance student
learning and staff effectiveness.
# Objective Budget Narrative Year 1 Source Year 2 Source Year 3 Source
2.1
Design a set of online professional
development options* that supports the
needs of staff in the “early” stages of
technology use so that they can:
Make productivity training
available online
acquire content knowledge,
learn administrative processes,
access professional development
through technology.
$7,000
Local
funds
$7,000
Local
funds
$7,000
Local
funds
2.2
Design a set of online professional
development options* that addresses the
needs of staff in the “transitional” stages
of technology use so that they can:
integrate the application of technology
skills into teaching strategies,
work on advanced certifications or
credentialing
Integrate into ongoing
work of curriculum
coordinators and resource
teachers; provide learning
opportunities and coaching
$7,000
Local
funds
$7,000
Local
funds
$7,000
Local
funds
2.3 Design a set of online professional
development options* that addresses the
needs of staff who have attained the “21st
Century Skills” stage so that they can:
act as facilitators, resources, partners
and role models in the application and
use of ICT literacy skills,
access professional development
through ICT Literacy Tools when
applicable.
Provide opportunities to
develop and disseminate
new models for innovative
technology use to support
learning
$3,000
Local
funds
$5,000
Local
funds
$5,000
Local
funds
85

Projected Budget
# Objective Budget Narrative Year 1 Source Year 2 Source Year 3 Source
2.4 Continue to increase the amount and
quality of work with community agencies
to ensure that students have convenient
access to equipment and the digital
resources necessary to take advantage of
learning opportunities outside of the
school day.
Develop online models of
collaboration between and
across content areas
$2,000
Local
funds
$2,000
Local
funds
$2,000
Totals $19,000 $21,000 $21,000
Local
funds
86

Projected Budget
Project Budget - Goal 3
All staff and students will have access to the learning tools and information resources necessary to search, evaluate, analyze, manage,
manipulate, communicate and construct information and knowledge in the teaching and learning environment.
# Objective Budget Narrative Year 1 Source Year 2 Source Year 3 Source
3.1 Insure the availability, range, ease of
NA -- NA -- NA --
access, quality and robustness of:
technology tools (equipment,
infrastructure, etc.) relating to learning
and working needs, with adequate
ratios and speed for “anytime,
anywhere” and collaborative learning.
information resources that are
adequate to meet performance needs
for knowledge construction,
collaboration, assessment, information
production and complex thinking for
“anytime, anywhere” learning
(collections, web resources, software,
data, etc.).
Integrate identification
of optimum technology
recourses into ongoing
work of curriculum
coordinators and
resource teachers
Technology resources--
See companion
document
--
--
--
--
--
--
3.2 Improve the ability of staff to manage
data and make data-driven decisions
regarding curriculum, instruction,
professional development, student needs,
etc. by exploring advanced technologies
which allow for the efficient and costeffective
collection, analysis, and use of
data.
3.3
Implement the new student information
system to allow for:
extended data access
“process efficiency” improvements
alignment of lessons, assignments, and
Integrate plan for using
digital content to
support standards into
ongoing work of
curriculum coordinators
and resource teachers
Technology resources--
See companion
document
Continue Data Academy
professional
development
NA -- NA -- NA
-- -- -- -- --
NA -- NA -- NA --
--
--
87

Projected Budget
# Objective Budget Narrative Year 1 Source Year 2 Source Year 3 Source
assessments by academic standard
reporting of student progress by
academic standards.
3.4 Refine the electronic-media evaluation
process that seeks out high quality,
standards-based digital curriculum for
productivity and instructional support that
is customer-friendly, efficient, and
standardized.
Integrate into ongoing
work of R&E Division
NA -- NA -- NA --
Totals $00 $00 $00
88

Projected Budget
Project Budget - Goal 4
The necessary shared vision, staffing, policies, procedures, communication systems, infrastructure and resources will be in place to ensure
that all students reach high standards.
# Objective Budget Narrative Year 1 Source Year 2 Source Year 3 Source
4.1 Develop and implement an integrated
DISTRICT ICT SYSTEM with services and
operations that are connected with
seamless integration to departments.
This includes periodic reviewing/updating
and monitoring of:
Create a District
Technology Council to
develop and
recommend methods of
funding tech.
Technology standards for computers,
peripherals, AV equipment, network
infrastructure, etc.
Adequate and reliable structural,
electrical, telecommunications, and
network capacities
NA -- NA -- NA --
Technology allocation and deployment
Technology policies
Communication plan regarding ICT
initiatives/resources/progress
Technology funding strategy
Technology support system (technical
and curricular)
School-level technology leadership
Progress toward Technology Plan
implementation
4.2 Expand, extend, enhance, collaborate,
strengthen, and participate in a
parent/community digital communication
system that supports information sharing
(online assignments, email, weblogs,
podcasting, etc.).
4.3 Continue to increase the number of
partnerships and the quality of dialogue
between school, community and postsecondary
institutions to insure that
Review all relevant
policies and recommend
changes to
Management Team or
Board of Education
Technology resources--
See companion
document
NA -- NA -- NA --
** ** ** ** ** **
89

Projected Budget
# Objective Budget Narrative Year 1 Source Year 2 Source Year 3 Source
school learning goals are aligned and
coordinated with community/state goals
and adult literacy opportunities.
4.4 Continue to increase the amount and Use EnGauge model
quality of work with community agencies
to ensure that students have convenient
access to equipment and the digital
NA -- NA -- NA --
resources necessary to take advantage of
learning opportunities outside of the
school day.
Totals - - -
90

Assessment Framework
This assessment framework is adapted from the SETDA National Leadership Institute. SETDA, the principal association
representing the state directors for education technology, hosted a National Leadership Institute where state participants
worked with content experts and key people from the United States Department of Education to produce the SETDA National
Leadership Institute Toolkit, designed to help States to Implement No Child Left Behind. The toolkit concentrates on five
themes: Scientifically Based Research, Technology Literacy Assessment, Common Data Elements, Evaluating Effective Teaching
and the National Education Technology Plan.
A SETDA Work Group (building upon previous work by the Metiri Group) agreed that to assess student improvement and the
impact of technology required identifying key questions, indicators, and data elements in five specific areas or conditions: 1.
effective practice; 2. educator proficiency; 3. robust access, anywhere and anytime; 4. digital equity; and 5. vision, systems,
and leadership (State Educational Technology Directors Association, c2003).
SETDA used the opportunity to create a set of common data elements, a subset of which are expected to be endorsed by the
U.S. Department of Education as the metrics for assessing state progress with NCLB, Title II, Part D (ED TECH).
Because these are the same conditions on which the action plans for this technology plan are constructed, and the
same data elements that will most likely be expected for future DPI reporting, this assessment framework will
serve as the primary vehicle for assessment of the MMSD Information & Technology Plan.
Multiple examples of data examples are provided for each question; it will be determined at a later date which
elements will be chosen for use.
91

Assessment Framework
Key Question
Student Achievement
1 Is student academic
achievement
improving where
technology is being
used effectively
(In what academic
areas At what grade
levels For which
student populations)
NCLB Title II, Part D
Goal/Purpose
Goal 1: Is the use of technology
improving student academic
achievement
Methodology Indicator Data Elements (Examples)
Student Surveys
Teacher Surveys
Classroom Observations
(rating quality of tech use
by teachers)
School Observations
(rating quality and extent
of technology integration)
Artifact Reviews
Correlated with students
performance data
Incidence of
increased academic
achievement
correlated to type
and quality of
technology-based
learning intervention.
Identified academic standard/skill targeted in technology-supported
intervention
Type of documented intervention with technology (refer to enGauge
range of use)
Degree to which the intervention includes a domain-specific
learning/teaching practice that is grounded in research and emerging
best practice
Quality of integration of technology into the curriculum
Type of pedagogy in intervention classrooms
Levels of student performances on local assessments of academic
standards
2 Are students
acquiring 21st century
skills where
technology is being
used effectively
(In what academic
areas At what grade
levels For which
student populations)
Goal 1: Is the use of technology
improving student academic
achievement
Same as above
Incidence of
attainment of 21st
Century skills
correlated to type
and quality of
technology-based
learning intervention.
Identification of 21st century skill targeted in intervention
Levels of student performances on assessments of 21st century skills
targeted in intervention
See also elements in box above
3 Are students more
engaged in
learning where
technology is being
used effectively
(In what academic
areas At what grade
levels For which
student populations)
Goal 1: Is the use of technology
improving student academic
achievement
Same as above
Levels of
engagement of
students in learning
activities correlated
to type and quality of
technology-based
intervention.
Level of students' intrinsic motivation with targeted learning
Trends in student attendance.
Level of student behavior referrals
Level of student self-direction in learning activities.
Level of student sense of future
Degree to which the use of technology has contributed to the
authenticity of student work
See also elements in box above
92

Key Question
4 Are students
demonstrating
proficiency in
technological literacy
(e.g., performance
reviews, assessment
of student products,
observations)
(Disaggregate by
race, ethnicity,
gender, family
income, geographic
location or disability)
NCLB Title II, Part D
Goal/Purpose
Goal 2: Are all students
technologically literate by the 8th
grade
Assessment Framework
Methodology Indicator Data Elements (Examples)
Student Survey: Students
self-report on types of
technology use
experienced in
classrooms and beliefs
about what they can do
with technology
Technology Assessment:
aligned to ISTE NETS-
Students) for which
students analyze and
critique merits of
information sources (info
literacy), answer
questions related to
ethics, etc.
Teacher Survey:
Teachers report on types
of technology use
experienced by their
students and beliefs
about what their students
can do with technology
Levels of student
performance of
technological literacy
strongly correlated
to type and quality of
technology-based
intervention.
Student performance with basic operations of technology tools
Student productivity using technology
Levels of student performance/quality of student products in
eCommunication for various purposes
Level of student performance/quality of student products with research
tools and processes
Level of student performance/quality of student products in solving
problems and making decisions using technology
Level of student performance/quality of student products with real-world
situations using technology
93

Assessment Framework
Key Question
Effective Practice
5 How--and with what
frequency--are
students using
technology to advance
academic
achievement
NCLB Title II, Part D
Goal/Purpose
Goal 1: Is the use of technology
improving student academic
achievement
Goal 5: Are those practices
documented and implemented as
best practices
Methodology Indicator Data Elements (Examples)
School Surveys
Data samples to include:
Site Visits, Artifact
Reviews, Classroom
Observations, and
Teacher, Student and
Parent Interviews
Patterns of student
uses of technology
across grade levels
and content areas.
Frequency of student use of technology by grade level and
content area
Types of technology regularly used by students
On average, minutes per week of technology used by students
Analyze data for
correlations between
data from Effective
Practice condition and:
---students scores on
academic
achievement
---demographic data
from the schools
6 Are teachers/schools
adopting technology
uses systematically
Goal 1: Is the use of technology
improving student academic
achievement
Goal 3: Are technology resources
and systems effectively integrated
with teacher training to establish
research-based instructional
methods
In addition to above:
Teacher Survey: Identify:
a) characteristics of
successful professional
development, and b)
initiatives that would
promote effective
technology integration.
The extent to which
technology is
integrated
systematically.
Degree to which technology has been systematically integrated
into curricular
Teachers report extent to
which a) and b) are
present in their school
7 Are schools
measuring student
gains in technological
literacy (esp. 8th
grade) and the
impacts on student
achievement as a
Goal 1: Is the use of technology
improving student academic
achievement
Goal 5: Are those practices
documented and implemented as
best practices
Same as above
Measured impact of
technology on
academic
achievement.
Measured
improvement of
The type of evidence documenting the impact of technology on
student achievement.
The type of evidence documenting students’ attainment of
technological literacy.
The type of dissemination of documented best practices
94

Key Question
result of technology
use If so, are there
measured gains in
either due to the
effective use of
technology How are
best practices with
technology identified
and shared
NCLB Title II, Part D
Goal/Purpose
Goal 2:Are all students
technologically literate by the 8th
grade
Goal 4: Are technology resources
and systems effectively integrated
with curriculum development to
establish research-based
instructional methods
Assessment Framework
Methodology Indicator Data Elements (Examples)
students’
technological literacy
Process in place for
dissemination of
documented best
practices.
8 Are teachers
employing classroom
management systems
in which students
access and use
technology efficiently,
with high degrees of
self-direction
Goal 2: Are all students
technologically literate by the 8th
grade
NCLB Purpose 1: Implementation
and support of a comprehensive
system that effectively uses
technology in elementary schools
and secondary schools to improve
student academic achievement.
Same as above
Classroom
management that
advances students’
self-sufficiency with
technology
Percentage of teachers who have strategies for managing
student learning during collaborative, technology-supported work,
and who promote students’ self-sufficiency as learners.
95

Assessment Framework
Key Question
Educator Proficiency
9 Are teachers
suitably proficient
and familiar with
technology to
strategically
incorporate
effective uses of
technology into
their classroom and
professional
practices How are
they acquiring such
proficiencies
10 Are teachers skilled
in designing
standards-based
curriculum that
maximizes the
impact of
technology has on
learning
11 Are teachers able to
use technology to
support student
assessment
NCLB Title II, Part D
Goal/Purpose
NCLB Purpose 1: Implementation and
support of a comprehensive system that
effectively uses technology in
elementary schools and secondary
schools to improve student academic
achievement.
NCLB Purpose 4: Promote initiatives
that provide teachers, principals, and
administrators with the capacity to
integrate technology effectively into
curricula and instruction that are aligned
with challenging state academic content
and student academic content and
student academic achievement
standards, through such means as
high-quality professional development
programs.
NCLB Purpose 7: To support the
rigorous evaluation of programs funded
under this part, particularly regarding
the impact of such programs on student
achievement, and ensure that timely
information on the results of such
evaluations is widely accessible through
electronic means.
Methodology Indicator Data Elements (Examples)
School surveys;
Data samples to
include:
Site Visits, Artifact
Reviews, Classroom
Observations and
Teacher, Student
and Parent
Interviews
Same as above.
Same as above.
12 Do teachers have NCLB Purpose 7: To support the Same as above.
strategies for
rigorous evaluation of programs funded
under this part, particularly regarding
evaluating
the impact of such programs on student
technologysupported
student information on the results of such
achievement, and ensure that timely
learning
evaluations is widely accessible through
electronic means.
13 Do teachers use NCLB Purpose 5: To enhance the Same as above.
Teacher proficiency
on the National
Education
Technology
Standards for
Teachers as set by
ISTE (International
Society for
Technology in
Education)
Teacher-designed
lessons that
maximize the impact
of technology on
learning
Teachers use nontraditional
assessments (e.g.
electronic portfolios,
multimedia projects,
Web sites, movies)
to evaluate student
learning
Teachers with
strategies for
evaluating
technologysupported
student
learning
Teachers use
Percentages of teachers achieving acceptable performance on
standards-base profiles of user skills as defined by the ISTE
NETS for teachers
Artifact demonstrating teacher’s skill in designing lessons that
maximize impact of technology on student learning
Proportion of teachers using non-traditional assessments
Proportion of teachers who assess technology-supported student
learning (e.g. when students learn by conducting online research,
collaborating with others)
Proportion of teachers who assess student products generated
through the use of technology (e.g. multimedia products, Web
publications)
Proportion of teachers using technology to enhance productivity
96

Key Question
technology to
informally and
formally participate
in professional
development
opportunities
NCLB Title II, Part D
Goal/Purpose
ongoing professional development of
teachers, principals, and administrators
by providing constant access to training
and updated research in teaching and
learning through electronic means.
NCLB Purpose 6: Development and
utilization of electronic networks and
other innovative methods, such as
distance learning, of delivering
specialized or rigorous academic
courses and curricula for students in
areas that would not otherwise have
such courses and curricula, particularly
in geographically isolated regions.
Assessment Framework
Methodology Indicator Data Elements (Examples)
technology to
informally and
formally participate
in professional
development
opportunities
Proportion of teachers using technology to collaborate with others
in the field
Proportion of teachers enrolled in online courses this school year
Proportion of teachers taking technology-related courses at
universities this school year
Proportion of teachers participating in technology-related
workshops or training sessions
97

Assessment Framework
Key Question
NCLB Title II, Part D
Goal/Purpose
Robust Access, Anywhere Anytime
14 Is equipment
present in the
instructional
setting
Goal 2: Are all students
technologically literate by the 8 th
grade
(desegregation by race, ethnicity,
gender, family income, geographic
location, or disability)
Goal 3: Are technology resources
and systems effectively integrated
with teacher training to establish
research-based instructional
methods
NCLB Purpose 3: Acquisition,
development, interconnection,
implementation, improvement and
maintenance of an effective
educational technology
infrastructure in a manner that
expands access to technology for
students (particularly for
disadvantaged students) and
teachers.
Methodology Indicator Data Elements (Examples)
School and district
surveys
Percentage of
instructional settings
with one or more
(up-to-date
computers, PDA,
multimedia
computers,
computers
connected to the
Internet, and
laptops)
Average number of
(up-to-date
computers, PDA,
multimedia
computers,
computers
connected to the
Internet, and
laptops) per
instructional setting
Two-way
videoconferencing
capability:
availability,
percentage of
instructional settings
with equipment
Total number of instructional settings with one or more upto-date
computers
Total number of instructional settings with one or more
multimedia computers
Total number of instructional settings with one or more upto-date
computers connected to the internet
Total number of instructional settings with PDAs
Total number of instructional settings with multiple laptops
Total number of mobile carts with multiple laptops easily
connected to the Internet from instructional settings
Total number of up-to-date computers in instructional
settings
Total number of multimedia computers in instructional
settings
Total number of up-to-date computers connected to the
internet in instructional settings
Availability of two-way videoconferencing capability, or
other distance education technology, in the school building
(by capability type)
Total number of instructional settings with two-way
videoconferencing capability
Graphing
calculators:
availability,
percentage of
instructional settings
with equipment,
average number of
students per
graphing calculator
Ratio of digital
cameras per school
Total number of courses taught in the school with regular
use of graphing calculators
Total number of instructional settings in which graphing
calculators are regularly used
Total number of students in courses taught with regular use
of graphing calculators
Total number of digital cameras in school/district
Total number of video editing systems in school/district
98

Assessment Framework
Key Question
15 Is equipment
available for use by
students
NCLB Title II, Part D
Goal/Purpose
Goal 2: Are all students technologically
literate by the 8 th grade
Goal 3: Are technology resources and
systems effectively integrated with
teacher training to establish researchbased
instructional methods
NCLB Purpose 3: Acquisition,
development, interconnection,
implementation, improvement and
maintenance of an effective educational
technology infrastructure in a manner
that expands access to technology for
students (particularly for disadvantaged
students) and teachers.
16 Is equipment Goal 3: Are technology resources and
systems effectively integrated with
Methodology Indicator Data Elements (Examples)
School and district
surveys
School and district
surveys
Ratio of digital video
editing systems per
school
Percentage of
instructional settings
with projection
devices
Average number of
students per (up-todate
computer, PDA,
multimedia
computer, computer
connected to the
Internet, laptop)
dedicated to student
use in instructional
settings
Percentage of
students (with
regular access to
multimedia
computers, with
regular access to
computers
connected to the
Internet, with access
only in computer
laboratories, with
regular access to
laptops on carts in
schools, with regular
access to laptops
semi-permanently
checked out to them,
with access after
school hours limited
to library media
center or community
center, without
regular access to
computers)
Percentage of
Total number of instructional settings with projection
device, by type of device (large monitor, overhead opaque
projector, computer projector or electronic whiteboard,
overhead transparency projector)
Total number of students in instructional settings with one or
more up-to-date computers dedicated to student use
Ratio of students to up-to-date computers dedicated to student
use in instructional settings
Ratio of students to multimedia computers dedicated to student
use in instructional settings
Ratio of students to laptop computers dedicated to student use in
instructional settings
Ratio of students to Internet-connected computers dedicated to
student use in instructional settings
Ratio of students to PDAs dedicated to student use in
instructional settings
Total number of students who regularly have access to
instructional settings that regularly use school labs with Internet
access
Total number of students with access to instructional settings that
regularly use laptops
Total number of students who regularly have access to Internetready
laptops for checkout during the school day
Total number of students with daily use Internet-ready laptops
semi-permanently checked out to them by the school
Numbers of students with no varying degrees of access to
computers during the school day, outside of the regular class
schedule
Total number of students with access to instructional settings that
regularly use PDAs
Total number of teachers with a computer with Internet access
dedicated to their use at school
99

Key Question
available for use by
teachers
NCLB Title II, Part D
Goal/Purpose
teacher training to establish researchbased
instructional methods
NCLB Purpose 3: Acquisition,
development, interconnection,
implementation, improvement and
maintenance of an effective educational
technology infrastructure in a manner
that expands access to technology for
students (particularly for disadvantaged
students) and teachers.
NCLB Purpose 5: To enhance the
ongoing professional development of
teachers, principals, and administrators
by providing constant access to training
and updated research in teaching and
learning through electronic means.
Assessment Framework
Methodology Indicator Data Elements (Examples)
teaching staff with
their own
(dedicated)
computer, laptop, or
PDA at school (by
computer
capabilities, type,
Internet access,
age)
Total number of teachers with a PDA dedicated to their use at
school
17 Is equipment
available for use by
administrators and
support staff
NCLB Purpose 5: To enhance the
ongoing professional development of
teachers, principals, and administrators
by providing constant access to training
and updated research in teaching and
learning through electronic means.
School and district
surveys
Percentage of
administrative or
support staff with a
dedicated, up-todate
computer,
laptop, or PDA (by
computer
capabilities, Internet
access, age)
Total number of administrative or support staff with an up-to-date
computer connected to a local-area network (building-level LAN)
or wide-area network (district-level WAN) in the school
Total number of administrative or support staff with a computer
with Internet access dedicated to their use at school
18 Does the
infrastructure have
the capacity to
support the school’s
technology needs
Goal 2: Are all students technologically
literate by the 8 th grade
School and district
surveys
Percentage of
instructional settings
with one or more upto-date
computers
connected to a
network and to the
Internet.
Total number of instructional settings with one or more up-to-date
computers connected to a local-area network (building-level LAN)
or wide-area network (district-level WAN)
Amount of (shared) bandwidth for Internet access in the building
(Example ratings: 3.6 KBPS or under; 56 KBPS;128 KBPS; 256
KBPS; 512 KBPS; 768 KBPS (.5 T1) 1.544 MBPS (T1); Ethernet;
DS (1) or higher
Availability of
bandwidth (to
building)
Percentage and number of schools/district offices that connect to
the Internet at various bandwidths, including wired and wireless
(e.g., T1, T3, digital satellite, cable modem, Internet 2)
19 Does access extend
beyond the school
day and outside the
school facility for
Goal 2: Are all students technologically
literate by the 8 th grade
Goal 3: Are technology resources and
systems effectively integrated with
School and district
surveys
Student access to
Internet-ready
computers and
school-based online
Sufficiency of electrically wiring
Type/Extent of student access in community settings
Type/Extent of student access to school servers from home
Type/Extent of student access to the Internet from home
100

Key Question
both students and
teachers
NCLB Title II, Part D
Goal/Purpose
teacher training to establish researchbased
instructional methods
NCLB Purpose 3: Acquisition,
development, interconnection,
implementation, improvement and
maintenance of an effective educational
technology infrastructure in a manner
that expands access to technology for
students (particularly for disadvantaged
students) and teachers.
Assessment Framework
Methodology Indicator Data Elements (Examples)
services extends
beyond the school
day
Staff access to
Internet-ready
computers and
school-based online
services extends
beyond the school
day
Type/Extent of staff access to school servers from staff
homes
Type/Extent of staff access to the Internet from staff homes
Degree to which the school facilitates student access in
community settings for students
Degree to which the school facilitates student access to
school servers from student homes
NCLB Purpose 5: To enhance the
ongoing professional development of
teachers, principals, and administrators
by providing constant access to training
and updated research in teaching and
learning through electronic means.
Student access
beyond the school
day to Internet-ready
computers and
school-based online
services is facilitated
by the school
Staff access beyond
the school day to
Internet-ready
computers and
school-based online
services is facilitated
by the school
Degree to which the school facilitates student access to the
Internet from home
Degree to which the school facilitates staff access to
school servers from staff homes
Degree to which the school facilitates staff access to the
Internet from staff homes
20 Are software and
online services
strategically
deployed and
sufficient to address
unmet needs of
learners and
educators both
during and beyond
the school
day/environment
NCLB Purpose 6: Development and
utilization of electronic networks and
other innovative methods, such as
distance learning, of delivering
specialized or rigorous academic
courses and curricula for students in
areas that would not otherwise have
such courses and curricula, particularly
in geographically isolated regions.
School and district
surveys
Range of
instructional content
available
electronically
Student access to
software, online
services, and
communication to
support learning and
productivity
Teachers access to
a basic suite of
software for their
professional
practice. E.g.,
productivity,
graphics, browser,
Count and type of instructional content electronically available
throughout the organization, including library holdings, periodical
databases, organized Internet content, and distance learning
content.
Count and type of basic software and services (e.g. productivity
tools, browsers, personal email account provided by school, class
email account, eLocker, home access to online school services,
home access to online curriculum resources purchased by
school, homework assignments for classes, grades, homework
hotline, etc.) available to students by location
Count and type of basic suite of software (e.g. productivity tools,
Internet/research tools/educational software), online services,
and Web space/tools for productivity and communication (e.g.,
Web development, Web hosting, flexibility email accounts for
teachers, teacher management of own desktops) available to
teachers
School provision of the following online services for parents, e.g.,
101

Key Question
NCLB Title II, Part D
Goal/Purpose
Assessment Framework
Methodology Indicator Data Elements (Examples)
communication, and
development
software
The school uses
technology to
improve outreach
services to parents.
access to student work, student records, students’ homework
assignments, communication with administrators/teachers, school
announcements/schedules/lunch menus, permission slips, etc.
21 Is virtual learning
strategically
available and
sufficient to address
needs of learners
and educators both
during and beyond
the school
day/environment
NCLB Purpose 3: Acquisition,
development, interconnection,
implementation, improvement and
maintenance of an effective educational
technology infrastructure in a manner
that expands access to technology for
students (particularly for disadvantaged
students) and teachers.
NCLB Purpose 5: To enhance the
ongoing professional development of
teachers, principals, and administrators
by providing constant access to training
and updated research in teaching and
learning through electronic means.
School and district
surveys
High-quality,
relevant virtual
learning
opportunities are
available to students
during and beyond
school day
The key purpose of distance learning in the school day is:
Advanced Placement, supplement to academics,
remediation
The percent of students enrolled in virtual learning course
(AP, regular curriculum, remedial) by type of access
(Internet, interactive video-desktop or classroom, satellite-1
way video, 2 way audio)
Support structure exists for ensuring student success
A feedback loop ensures continuous improvement of virtual
learning offerings
NCLB Purpose 6: Development and
utilization of electronic networks and
other innovative methods, such as
distance learning, of delivering
specialized or rigorous academic
courses and curricula for students in
areas that would not otherwise have
such courses and curricula, particularly
in geographically isolated regions.
22 Does the
school/district
provide adequate
and timely support
NCLB Purpose 7: To support the
rigorous evaluation of programs funded
under this part, particularly regarding
the impact of such programs on student
achievement, and ensure that timely
information on the results of such
evaluations is widely accessible through
electronic means.
NCLB Purpose 6: Development and
utilization of electronic networks and
other innovative methods, such as
distance learning, of delivering
specialized or rigorous academic
School and district
surveys
There is sufficient
technical planning
and support for
operation,
troubleshooting, and
Technical support staff per networked instructional and
administrative computer by location
Number of instructional technology staff per FTE
102

Key Question
for hardware,
software, and
instructional
application
NCLB Title II, Part D
Goal/Purpose
courses and curricula for students in
areas that would not otherwise have
such courses and curricula, particularly
in geographically isolated regions.
Assessment Framework
Methodology Indicator Data Elements (Examples)
maintenance of
equipment.
There are
instructional support
staff for professional
instructional and
training of school
staff
Reasonable
response time to
problems with
equipment or the
network
Average time for response to technical, instructional, and
networking troubleshooting request; average ‘up time’ for
network by location, grade level, demographics
Number and type of maintenance incidents, average
downtime, average number of user calls to help desk,
average time to repair (per workstation, per server) in the
most recent academic year
Help desk, FAQ, Access to manuals
Diagnostic software available
Preventive maintenance schedule established; backup and
disaster recovery procedures in place
The Total Cost of
Ownership for the
equipment is
documented and
within acceptable
parameters
Appropriate network security is in place
Replacement/upgrade schedule established with
reasonable span (network, hardware, and software)
23 Is technology being
used to improve the
efficiency and
effectiveness of the
system (i.e.,
increased access to
data for decisionmaking
by all
educators)
Technology being used to improve the
efficiency, accuracy, effectiveness, and
timeliness of administrative processes,
operations, and functions
Technology is used to improve district
communications
Technology us used to improve district
communications
The operation of the infrastructure
structure strikes a balance between
increasing service to staff and student
(flexibility and adaptability) and central
control required to maintain security
and reliability
School and district
surveys
Technology being
used to improve the
efficiency, accuracy,
effectiveness, and
timeliness of
administrative
processes,
operations, and
functions
Information about students is readily available, in real-time
to educators and administrators who need it (e.g., basics,
demographics, issues of student performance, needs, and
interventions in real-time), from a centralized data
warehouse
The administrative processes that lend themselves to
paperless processes have been converted and readily
adopted
The electronic systems in the school district are
integrated—each informs the other—repetitive data
entry/analysis has been eliminated
Information from administrative areas of the organization is
easily accessed, easy to use, and provided in a usable
form that is real-time and efficient. These areas include
Fiscal, Human Resources, Transportation, Food Services,
Library Systems, etc.
Electronic messaging systems are in place and fully utilized
Number/percent of teachers/administrato4rs who use:
Voice Mail, Web sites for all classes, Videoconferencing,
Online grading, Online assessments of students
103

Key Question
NCLB Title II, Part D
Goal/Purpose
Assessment Framework
Methodology Indicator Data Elements (Examples)
The responsibility for data is appropriately decentralized
Procedures for evaluating software
Nature of decision-making process for infrastructure
purchases, deployment, and operation
104

Assessment Framework
Key Question
Digital Equity
24 Has the
school/district
ensured that
socioeconomic
status is not a
barrier to readiness
for the digital age
25 Has the
school/district
ensured that gender
is not a barrier to
readiness for the
digital age
NCLB Title II, Part D
Goal/Purpose
Goal 2: Are all students technologically
literate by the 8 th grade
NCLB Purpose 2: Establishment or
expansion of initiatives, including those
involving public-private partnerships
designed to increase access to
technology, particularly in schools
served by high-need local educational
agencies
NCLB Purpose 3: Acquisition,
development, interconnection,
implementation, improvement and
maintenance of an effective educational
technology infrastructure in a manner
that expands access to technology for
students (particularly for disadvantaged
students) and teachers.
NCLB Purpose 6: Development and
utilization of electronic networks and
other innovative methods, such as
distance learning, of delivering
specialized or rigorous academic
courses and curricula for students in
areas that would not otherwise have
such courses and curricula, particularly
in geographically isolated regions.
Goal 2: Are all students technologically
literate by the 8 th grade
NCLB Purpose 3: Acquisition,
development, interconnection,
implementation, improvement and
maintenance of an effective educational
technology infrastructure in a manner
that expands access to technology for
students (particularly for disadvantaged
students) and teachers.
NCLB Purpose 6: Development and
utilization of electronic networks and
Methodology Indicator Data Elements (Examples)
Student Surveys
Teacher Surveys
Classroom Observations
Artifact Reviews
Plus correlation of items
re: access and practice
with demographic data.
Most of the equity
questions will be
answered by analyzing
school level data,
analyzing trends based
on correlations between
high percentages of
minority, lowsocioeconomic
student
populations with other
data elements related to
impact and classroom
practices with technology
Same as above
Content and
applications of
technology are
designed to support
the special needs of
low-income
students.
The frequency and
types of technology
use by students of
low SES
backgrounds in
comparison to that
of all students
The level of
technology
proficiency of
students with low
SES backgrounds in
comparison to that
of all students
The extent to which
the school extends
access to
technology to lowincome
homes and
families
Content and
applications of
technology are
designed to support
the specific needs of
male and female
students
The level of
proficiency of male
vs. female students
The technology plan includes specific reference to the technology
needs of students with low SES backgrounds
Percentage of budget for Title I allocated to technology-supported
learning
Proportion of students from low SES backgrounds using various
types of technology/software/online learning
Frequency of use in 2a
Proportion of students from low SES backgrounds using
technology for a range of learning activities
Proportion of low SES students who fall into varying categories of
technology proficiency
Existence of special programs to support low-income homes and
families (Technology check-out programs, Long-term
laptop/desktop loans to students/families, Economic support for
family purchases, Community-based access subsidized by
schools, e-Learning opportunities, Low-cost Internet access for
families)
The school promotes access to content reflective of gender
equity
Proportion of make and female students who fall into
varying categories of technology proficiency for: a) basic
skills, b) multimedia tools, c) communications tools, and d)
research & problem-solving tools
105

Key Question
26 Has the
school/district
ensured that race is
not a barrier to
readiness for the
digital age
27 Are school and
district staffs
familiar with
assistive
technologies Are
they prepared to
identify and use
these technologies
where appropriate
NCLB Title II, Part D
Goal/Purpose
other innovative methods, such as
distance learning, of delivering
specialized or rigorous academic
courses and curricula for students in
areas that would not otherwise have
such courses and curricula, particularly
in geographically isolated regions.
Goal 2: Are all students technologically
literate by the 8 th grade
NCLB Purpose 2: Establishment or
expansion of initiatives, including those
involving public-private partnerships
designed to increase access to
technology, particularly in schools
served by high-need local educational
agencies
NCLB Purpose 3: Acquisition,
development, interconnection,
implementation, improvement and
maintenance of an effective educational
technology infrastructure in a manner
that expands access to technology for
students (particularly for disadvantaged
students) and teachers.
NCLB Purpose 6: Development and
utilization of electronic networks and
other innovative methods, such as
distance learning, of delivering
specialized or rigorous academic
courses and curricula for students in
areas that would not otherwise have
such courses and curricula, particularly
in geographically isolated regions.
Goal 2: Are all students technologically
literate by the 8 th grade
NCLB Purpose 3: Acquisition,
development, interconnection,
implementation, improvement and
maintenance of an effective educational
technology infrastructure in a manner
that expands access to technology for
students (particularly for disadvantaged
students) and teachers.
Assessment Framework
Methodology Indicator Data Elements (Examples)
Same as above
Same as above
Content and
applications of
technology are
designed to support
the needs of minority
students
The frequency and
types of technology
use by minority
students in
comparison to that
of all students
The level of
technology
proficiency of
minority students in
comparison to that
of all students
The extent to which
the school extends
access to
technology to the
homes and families
of minority students
Content and
applications of
technology are
designed to support
special needs
populations
All educators who
work with special
needs students are
aware of disability
The technology plan includes specific reference to needs of
minority students
The school promotes access to content reflective of all students’
backgrounds
Proportion of minority students using various type of
technology/software/online learning
Frequency of use in 2a
Proportion of minority students using technology for a range of
learning activities
Proportion of minority students who fall into varying categories of
technology proficiency
Existence of special programs to support minority homes and
families (Technology check-out programs, Long-term
laptop/desktop loans to students/families, Economic support for
family purchases, Community-based access subsidized by
schools, e-Learning opportunities, Low-cost Internet access for
families)
The technology plan includes specific reference to accessibility
issues and other requirements of special needs populations
Degree to which school/district Web site is accessible to
individuals with disabilities
Existence of professional development opportunities on
technology for special education staff
Degree to which teachers and other instructional support staff are
familiar with categories of assistive technologies, know how to
identify students who should be using assistive technologies, and
106

Key Question
NCLB Title II, Part D
Goal/Purpose
NCLB Purpose 6: Development and
utilization of electronic networks and
other innovative methods, such as
distance learning, of delivering
specialized or rigorous academic
courses and curricula for students in
areas that would not otherwise have
such courses and curricula, particularly
in geographically isolated regions.
Assessment Framework
Methodology Indicator Data Elements (Examples)
issues and are welltrained
in
accommodations,
including assistive
technologies
The frequency and
types of technology
use by special
needs students in
comparison to that
of all students
know how to refer/provide access to assistive technologies
Proportion of special needs students using various
technology/software/online learning
Frequency of use in 2a
Number of students using computer-based assistive or adaptive
technologies to compensate for disabilities or limitations
Proportion of special needs students who fall into varying
categories of technology proficiency
The level of
technology
proficiency of special
needs students in
comparison to that
of all students
28 Do all students have
access to a range of
high-quality
technology uses
within the
curriculum,
regardless of the
schools or
classrooms they
attend
Goal 2: Are all students technologically
literate by the 8 th grade
NCLB Purpose 1: Implementation and
support of a comprehensive system that
effectively uses technology in
elementary schools and secondary
schools to improve student academic
achievement.
NCLB Purpose 3: Acquisition,
development, interconnection,
implementation, improvement and
maintenance of an effective educational
technology infrastructure in a manner
that expands access to technology for
students (particularly for disadvantaged
students) and teachers.
Same as above
Content and
applications of
technology are
designed to support
the needs of
students in all
schools within the
district
The frequency and
types of use of
technology by
students across
schools is equitable
The technology plan includes specific reference to the technology
requirements of students in all schools
There is guidance from the school or district to ensure that within
schools, the use of technology by teachers across grades is
consistent
There is guidance from the school or district to ensure that the
use of technology by all teachers teaching n a specific content
domain is consistent
Proportion of students using various types of technology
uses/software/online learning among schools
Frequency of use in above item
Proportion of students using technology for a range of learning
activities among schools
NCLB Purpose 4: Promote initiatives
that provide teachers, principals, and
administrators with the capacity to
integrate technology effectively into
curricula and instruction that are aligned
with challenging state academic content
and student academic content and
student academic achievement
standards, through such means as
The level of
technology literacy
of students across
schools
The extent to which
Frequency of use in above item
Proportion of schools whose students fall into varying categories
of technology literacy
Existence of special programs to support low-income homes and
families (Technology check-out programs, Long-term
laptop/desktop loans to students/families, Economic support for
family purchases, Community-based access subsidized by
107

Key Question
NCLB Title II, Part D
Goal/Purpose
high-quality professional development
programs
NCLB Purpose 5: To enhance the
ongoing professional development of
teachers, principals, and administrators
by providing constant access to training
and updated research in teaching and
learning through electronic means.
NCLB Purpose 6: Development and
utilization of electronic networks and
other innovative methods, such as
distance learning, of delivering
specialized or rigorous academic
courses and curricula for students in
areas that would not otherwise have
such courses and curricula, particularly
in geographically isolated regions.
Assessment Framework
Methodology Indicator Data Elements (Examples)
each school
expands student
access to
technology
schools, e-Learning opportunities, Low-cost Internet access for
families)
108

Assessment Framework
Key Question
NCLB Title II, Part D
Goal/Purpose
Methodology Indicator Data Elements (Examples)
Vision, Systems Thinking and Leadership with Technology
29 Is the
school/district
vision aligned to
today’s knowledgebased,
digital age
Are all stakeholders
committed to the
vision (Vision)
30 Do student
standards reflect
the district’s digitalage
vision Are
curricula,
instruction, and
assessments
aligned to these
standards (Digital
Age Standards and
Assessment)
Goal 1: Is the use of technology
improving student academic
achievement
Goal 4: Are technology resources and
systems effectively integrated with
curriculum development to establish
research-based instructional methods
NCLB Purpose 4: Promote initiatives
that provide teachers, principals, and
administrators with the capacity to
integrate technology effectively into
curricula and instruction that are aligned
with challenging state academic content
and student academic achievement
standards, through such means as
high-quality professional development
programs.
Building Surveys, District
Surveys,
Validation during Site
Visits
Building Surveys, District
Surveys,
Validation during Site
Visits
The vision for
technology in the
school/district
addresses the
mission of public
education in the
context of today’s
technological
knowledge age
The school, district,
and community
leaders are formally
committed to
implementing the
vision
Learning standards
go beyond traditional
academic standards
to include
technological literacy
and other 21 st
century skills.
Curricula,
instruction, and
assessments are
purposefully
designed to advance
students’
technological literacy
and 21 st century
skills
The vision includes reference to: the knowledge-based, Digital
Age, or to our technological society; life-long learning or selfdirected
learning; the student’s role in a global society; an
education system required to prepare students for the knowledge
age
Formal adoption of the vision by the school/district
Inclusion of this technology-related vision in the general school
mission/vision
Broad range of stakeholders identified as contributors to or
supporters of the vision/plan
The learning standards include technological literacy as a standalone
component
Technological literacy has been embedded into the learning
standards
The learning standards include other 21 st century skills
(information literacy, visual literacy, self-direction (life-long
learning), higher-order thinking, etc.)
Instructional approaches are research-based to advance
students’ technological literacy and 21 st century skills
Assessments are in place that measure students’ technology
literacy and 21 st century skills
Incentives and formal processes are in place to encourage
teachers to use learning activities designed to foster
technological literacy and 21 st century skills
31 Is the
school/district
transforming itself
into a high-
Goal 1: Is the use of technology
improving student academic
achievement
Goal 5: Are those practices
Building Surveys, District
Surveys,
Validation during Site
Visits
Decision-making
processes related to
technology are
based on the
Teachers are provided professional development and resources
to build their capacity to engage students in the newly aligned
curricula, instruction, and assessment
Evidence of a sound decision-making process based on student
needs
Evidence of a sound decision-making process grounded in
research and effective practice
109

Key Question
performance system
capable of achieving
an equitable, 21st
century vision Is
the system formally
adopting uses of
technology to
become more
effective, efficient,
and “real-time” in
communication,
management, and
leadership
(Systems Thinking)
NCLB Title II, Part D
Goal/Purpose
documented and implemented as best
practices
NCLB Purpose 1: Implementation and
support of a comprehensive system that
effectively uses technology in
elementary schools and secondary
schools to improve student academic
achievement.
NCLB Purpose 7: To support the
rigorous evaluation of programs funded
under this part, particularly regarding
the impact of such programs on student
achievement, and ensure that timely
information on the results of such
evaluations is widely accessible through
electronic means.
Assessment Framework
Methodology Indicator Data Elements (Examples)
learning needs of
students, grounded
in a sound,
commonly available
knowledge base
The leadership team
is actively promoting
teachers’
implementation of
the aligned
curriculum
Incentives and formal processes are in place to encourage
teachers to use learning activities designed to foster
technological literacy and/or 21 st century skills
Teachers are provided professional development and resources
to build their capacity to engage students in the newly aligned
curricula, instruction, and assessment
32 Are effective,
research-based uses
of technology
supported,
encouraged, and
actively developed
through policies,
informal actions,
and easy access to
technology
(Culture of
Validated,
Research-based
Innovation)
33 Are there formal,
technology-related
structures and
processes in the
school/district that
engage parents,
Goal 4: Are technology resources and
systems effectively integrated with
curriculum development to establish
research-based instructional methods
NCLB Purpose 5: To enhance the
ongoing professional development of
teachers, principals, and administrators
by providing constant access to training
and updated research in teaching and
learning through electronic means.
NCLB Purpose 2: Establishment or
expansion of initiatives, including those
involving public-private partnerships
designed to increase access to
technology, particularly in schools
served by high-need local educational
agencies
Building Surveys, District
Surveys,
Validation during Site
Visits
Building Surveys, District
Surveys,
Validation during Site
Visits
Research-based,
technology
innovation is
fostered formally
and informally at the
building level
Research-based,
technology
innovation is
fostered informally
and informally at the
building level
The school has
established two-way,
interactive
communication with
the community
The school and
The degree to which the principal has established an expectation
for effective uses of technology by all teachers
The degree to which the principal encourages and supports their
staff in the redesign of curriculum, instruction and assessment to
optimize effective/research based uses of technology.
Existence of professional or financial incentives (e.g. laptops,
collegial teaming, continuing education units, stipends, higher
performance reviews) to teachers for effective/research based
uses of technology.
Existence of professional or financial incentives (e.g. laptops,
collegial teaming, continuing education units, stipends, higher
performance reviews) to administrators for effective/research
based uses of technology.
The degree to which the school culture fosters the innovation and
continuous change required for effective/research-based uses of
technology
The school/district infrastructure provides students, staff, parents,
and community 24 hour, 7-day per week access to the schools’
online resources
School-home interactions are facilitated electronically
School-community interactions are facilitated electronically
110

Key Question
community
members, school
faculty, and learners
in meaningful
exchanges,
interactions, and
partnerships to
advance the vision
(Community
Connections)
NCLB Title II, Part D
Goal/Purpose
Assessment Framework
Methodology Indicator Data Elements (Examples)
community have
formal processes to
explore, develop,
and enter into
partnerships related
to technology
Does the
school/district use of
technology involve
and/or benefit
parents, families,
and communities
A formal component in technology-related curriculum and lesson
design is the exploration of local and global community
partnerships
The degree to which technology-related community partnerships
are structured to ensure mutual benefit
School leaders inform and educate the community in issues of
technology and learning
Frequency with which community and parents are engaged in
awareness events or interactions on technology-related school
issues
The community is considered in the design of formal electronic
communications systems within the school
The technology connections to the community are two-way,
interactive channels of communication
The community’s access and/or experience with technology is
enhanced through the school
Parents interaction with teachers and/or their level of involvement
with their child’s learning is advanced through technology
Mission critical components of the curriculum are dependent on
community interactions that are fostered through technology
34 Are administrators
prepared to use
technology
effectively Are
administrators
leading the
school/district
toward more
effective uses of
technology in
teaching, learning,
and managing
(Administrative
NCLB Purpose 4: Promote initiatives
that provide teachers, principals, and
administrators with the capacity to
integrate technology effectively into
curricula and instruction that are aligned
with challenging state academic content
and student academic content and
student academic achievement
standards, through such means as
high-quality professional development
programs.
Building Surveys, District
Surveys,
Validation during Site
Visits
Administrators are
informed advocates
and leaders for
effective uses of
technology by all
students
Administrators
model effective uses
of technology in
carrying out their
administrative,
management, and
leadership
responsibilities
Mission critical services/products in community groups and/or
community businesses are supported by the school and by
students using technology
Percent of administrators achieving acceptable performance on
standards-based profiles of user skills as defined by the
Technology Standards for School Administrators (TSSA)
Inclusion of technology-related resources in recent curriculum
adoptions
Proportion of administrative functions dependent on technology
(communication with staff, scheduling, presenting, parental
outreach, data analysis, human resources, etc.)
Proportion of administrators with mobile devices (laptop or PDA)
Proportion of administrators with participated in a technologyrelated
leadership seminar
111

Key Question
Proficiency)
NCLB Title II, Part D
Goal/Purpose
Assessment Framework
Methodology Indicator Data Elements (Examples)
Administrators
have—or are in the
process of—merging
the technology plan
with the school
improvement plan
Administrators set
high expectations for
all educators in the
system to use
technology
effectively
Administrators
ensure that
technology is
adequately
resourced to ensure
high-quality
implementation,
growth, and
sustainability
Proportion of administrators who participate in professional
development through virtual learning
Degree of alignment of goals between the technology plan and
the school improvement plan
Degree to which technology is evident in all sections of the school
improvement plan
Type of expectation set for teachers by the principal for effective
uses of technology (range from informal to formal-level of
consequences and rewards)
Type of expectation set for principals by the superintendent or
leadership team for effective uses of technology in each school
(range from informal to formal-level of consequences and
rewards)
Type of expectation set for specialists by administrators for
effective uses of technology in each school (range from informal
to formal-level of consequences and rewards)
Degree of advocacy by administrators for technology-related
expenditures
Administrators
ensure
school/district
policies and
guidelines serve to
advance effective
uses of technology
Percentage of the technology plan (or technology component of
the school improvement plan) funded
Existence of policies on student use of technology
Implementation of policies on student use of technology
Existence of policies on staff use of technology
Implementation of policies on staff use of technology
35 Does the
school/district
provide
comprehensive
professional growth
opportunities for
teachers,
administrators and
other staff that
build their capacity
Goal 3: Are technology resources and
systems effectively integrated with
teacher training to establish researchbased
instructional methods
NCLB Purpose 4: Promote initiatives
that provide teachers, principals, and
administrators with the capacity to
integrate technology effectively into
curricula and instruction that are aligned
with challenging state academic content
and student academic content and
Building Surveys, District
Surveys,
Validation during Site
Visits
Teachers,
administrators, and
other instructional
staff are participating
in professional
development that
advances learning
through technology
The school and
district provide
Percentage (or number) of teachers who report participating in
district or school sponsored professional development activities
focused on integrating technology into subject area instruction
Technology-related professional development exhibits
characteristic of successful professional development (as defined
by NSCD and research literature)
The effectiveness of professional development is based on the
degree to which it advances student performance
Types of technology-related professional development made
112

Key Question
to advance the
vision Is
professional
development and
the measure of its
effectiveness
closely linked to
student
performance
(Professional
Development)
36 Has the
school/district
established metrics
and benchmarks for
effective uses of
technology at the
students, educator,
and system levels
Does the
school/district
collect and analyze
data to track
progress and
correlate findings
Is decision-making
at all levels
informed and
influenced by the
results of this data
collection (Datadriven
decision
making and
accountability)
37 Does the
school/district
address the full cost
of technology as a
NCLB Title II, Part D
Goal/Purpose
student academic achievement
standards, through such means as
high-quality professional development
programs.
Goal 5: Are those practices
documented and implemented as best
practices
NCLB Purpose 6: Development and
utilization of electronic networks and
other innovative methods, such as
distance learning, of delivering
specialized or rigorous academic
courses and curricula for students in
areas that would not otherwise have
such courses and curricula, particularly
in geographically isolated regions.
Goal 2: Are all students technologically
literate by the 8 th grade
NCLB Purpose 3: Acquisition,
development, interconnection,
Assessment Framework
Methodology Indicator Data Elements (Examples)
Building Surveys, District
Surveys,
Validation during Site
Visits
Building Surveys, District
Surveys,
Validation during Site
Visits
teachers,
administrators and
other staff with
comprehensive
professional growth
opportunities aligned
to the vision
The school and
district professional
development
program is designed
to advance the
vision and impact
student learning
The school/district
has established and
used metrics and
benchmarks for
effective uses of
technology for
decision-making at
the student,
educator, and
systems levels
Funding is prioritized
to meet key learning
goals
available to staff (e.g., IT skill development, domain specific,
ongoing vs. one-shot, virtual vs. face-to-face, linked to other
initiatives vs. stand-alone)
Degree to which professional development for technology is
integrated into the overall professional development program for
the district
The school/district has established metrics and
benchmarks for effective uses of technology at the system
level
The school/district has established metrics and
benchmarks for effective uses of technology at the student
level
The school/district has established metrics and
benchmarks for effective uses of technology at the
educator level
Decision-making at all levels is informed and influenced by
student data and data benchmarked to the technology plan
The technology plan is modified on the basis of the most
recent evaluation review
Expenditures for instructional technology (equipment)
during the last fiscal year per student, per building, and per
number of teachers
Expenditures for administrative technology (equipment)
113

Key Question
regular part of its
budget Is funding
prioritized to
promote equity
across and within
schools to establish
high-impact,
student centered
uses of technology
and to provide the
support systems
necessary to sustain
them
(Comprehensive,
Prioritized Funding)
NCLB Title II, Part D
Goal/Purpose
implementation, improvement and
maintenance of an effective educational
technology infrastructure in a manner
that expands access to technology for
students (particularly for disadvantaged
students) and teachers.
Assessment Framework
Methodology Indicator Data Elements (Examples)
The school and the
district address the
full cots of
technology as a
regular part of
district/school
budgeting
Funding sources are
diversified and
sustainable
Administrators
ensure that
technology is
adequately
resourced to ensure
high-quality
implementation,
growth, and
sustainability.
during the last fiscal year per student, per building, and per
number of teachers
Expenditures for connectivity and infrastructure during the
last fiscal year per student, per building, and per number of
teachers
Expenditures for instructional technology (software and
online services) during the last fiscal year per student, per
building, and per number of teachers
Expenditures for administrative applications (software and
online services) during the last fiscal year per student, per
building, and per number of teachers
Expenditures for technology support systems per student
and per building
The prioritization of technology funds promotes equity
across and within schools
The prioritization of technology funds serves to establish
high-impact, student-centered uses of technology
The prioritization of technology funds serves to provide the
support systems necessary to sustain the infrastructure
The prioritization of technology funds maintains a formal
technology replacement cycle
The percentage of technology funds resourced from the
general fund
Percentage of the Maintenance and Operation budget
allocated for technology and technology-related functions
Percentage of the technology plan (or technology
component of the school improvement plan) fully funded
114

Dissemination, Monitoring, Evaluation and Revision
The action plans for each of the objectives specify which department, or division of the school district is responsible for leading
the activity and also describe the data the department or division will collect to document accomplishment of the activity. The
specific data elements indicated represent the assessment tools the District will use to monitor and evaluate the progress
toward reaching each objective. Each data element serves as evidence of District progress.
Monitoring Progress
The director of each department which has responsibility for implementing activities designed to move the district toward
achievement of the objectives and, ultimately, goals will name a "point person" to take the lead on each activity. This person
will develop a task analysis of the activity and guide the implementation of each task (e.g., professional development,
purchasing guidelines, adult literacy). The District's Technology Council will convene quarterly meetings with all of the "point
people" for each goal. At these meetings participants will (a) review the data elements specified for evaluation, (b) assess
progress to date and (c) make appropriate mid-course corrections.
In addition, the core technology team (Joan Peebles, Mark Lea, Kelly Pochop) will meet quarterly to gather data, monitor and
adjust plans, and update a new MMSD Tech Plan Website.
Dissemination
Written records of meetings will be prepared and posted on the new MMSD Tech Plan Website.
The core technology team will annually present written information to the Board of Education updating Board members
on the status of each goal. This report will reflect progress to date, obstacles encountered, revised strategies including
additional activities and, if appropriate, recommendations for Board action. The report will be made available at the
District's Tech Plan web site.
MMSD Today, the district's new online publication, will also report on various aspects of the technology plan through an
ongoing column.
The entire monitoring and evaluation process also builds in planning and is an iterative process: each quarterly meeting will
build on the outcomes of the preceding meeting. Thus, monitoring, evaluating and planning are linked in a continuous cycle.
.
115

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117

Appendix A--Introduction
The publication Information and Technology Literacy: A Collaborative Planning Guide for Library Media and Technology, can be used “to
provide schools and school districts with guidelines for collaborative planning and ideas for a unified, rather than competing, approach to the
delivery of information and technology programming.” (Potter, Lohr, & Klein, 2002, p. v)
Rapid change, new technology, and staff/resource cutbacks have all led to the reorganization and convergence of library media and
technology support within the Madison Metropolitan School District. The attached Information and Technology Matrix represents one of the
first steps toward collaborative planning and the steps needed to unify the delivery of information and technology programming. The 2006-
2009 Information Technology Plan will continue the convergence of these areas, supporting information and technology literacy instructional
staff to become “dynamic, collaborative change agents who work as integral partners with classroom teachers and school administrators.”
(Potter, Lohr, & Klein, 2002, p. 1)
The adoption of this 2006-2009 MMSD Information and Technology Plan signals the official adoption of the Wisconsin Model Academic
Standards for Information and Technology Literacy. Next steps will include:
1. Curriculum mapping/building to bridge the migration from two sets of MMSD standards to the new set of DPI Standards outlined in
Information and Technology Literacy: A Collaborative Planning Guide for Library Media and Technology, and Wisconsin’s Model
Academic Standards for Information & Technology Literacy (Fortier, 1998)
2. Building best practices for the shared responsibility needed to offer a robust InfoTech curriculum
3. Designing/supporting a dynamic model for professional collaboration that will result in enhancing learning and improving student
achievement
4. Building a converged communication system to support the above efforts.
1 WISCONSIN’S MODEL ACADEMIC STANDARDS

Appendix A – Information & Technology Literacy Matrix
Content Standard
Students in Wisconsin will select and use media and technology to access, organize, create, and communicate information for solving
problems and constructing new knowledge, products, and systems.
Rationale:
Success in the 21st century will depend upon an understanding of and the capability to use current and emerging media and technology.
The following performance standards list the behaviors which show that students recognize the various types of media and technology,
know how to operate and use these technologies, and make sound judgments regarding the most effective technologies to use in specific
situations. As the growth of media and technology continues to escalate, students meeting these performance standards will be better
prepared to continue to learn and utilize them for the analysis, construction, and presentation of knowledge.
Wisconsin Information & Technology Literacy
Standards Matrix
A.4.1
Use common media and technology
terminology and equipment
• identify and define basic computer terminology (e.g.,
software, hardware, cursor, startup/shutdown, storage
medium, file, memory)
• identify and explain the functions of the components of
a computer system (e.g., monitor, central processing
unit, storage devices, keyboard, mouse, printer)
• demonstrate proper care and correct use of media and
equipment
• demonstrate the correct use of input devices (e.g.,
mouse, keyboard) and output devices (e.g., monitor,
printer, speakers)
• develop touch keyboarding techniques using both hands
• save and backup files on a computer hard drive, storage
medium, or server
• demonstrate the use of still and video cameras and
scanners
• solve problems using the basic four arithmetic functions
of a calculator when appropriate
MMSD K-12 Information Literacy
Standards*
A.P.2.3. Operate tape recorders and video
viewers.
C.P.5.5. Operate audio-visual equipment such
as audio cassette recorders, video
viewers, and video cassette
recorders.
Instructional Technologies:
Contents and Performance
Standards**
WP.P.2 Use a word processing program to
open, save, and print a document.
K.I.1 Locate and describe the function of
the symbol keys and the number
keys.
K.I.2 Locate and use the symbol keys and
the number keys.
K.I.3 Demonstrate and explain correct
spacing for punctuation keys.
K.I.4 Demonstrate proper keyboarding
techniques for keying all letters.
K.I.5 Demonstrate proper keyboarding
techniques for keying all letters and
performs revisions.
K.I.6 Use proper keyboarding techniques
to compose a paragraph.
K.P.1 Identify on the keyboard: letters,
numbers, and other commonly used
keys (e.g., return/enter, space bar)
and describes their use.
K.P.1 Identify on a keyboard: the full left

Appendix A
Wisconsin Information & Technology Literacy
Standards Matrix
• operate basic audio and video equipment to listen to
and view media programs
MMSD K-12 Information Literacy
Standards*
Instructional Technologies:
Contents and Performance
Standards**
hand area and full right hand area.
K.P.1 Locate and describe the use of
special function keys (e.g., period,
question mark, caps lock, arrow
keys, shift).
K.P.1 Demonstrate the position of the left
and right hands, avoiding the hot
keys (T, Y, G, H, B, N) in the middle
on the home row.
K.P.1 Demonstrate on the keyboard: the
use of letter keys, and special keys
(e.g., shift key, delete/backspace,
space bar, arrow keys) keeping the
hot keys in mind.
K.P.1 Demonstrate correct keyboarding
posture and finger placement for
the home row keys.
O.I.2 Identify and define basic computer
terminology (e.g., software,
hardware, cursor, startup/shutdown,
storage medium, file, memory).
O.I.3 Identify and explain the functions
of the components of a computer
system (e.g., monitor, central
processing unit, storage devices,
keyboard, mouse, printer).
O.I.4 Demonstrate proper care and correct
use of media and equipment.
O.I.5 Demonstrate the correct use of
input devices (e.g., mouse,
keyboard) and output devices (e.g.,
monitor, printer, speakers).
O.I.6 Differentiate among the common
types of computer software (e.g.,
drawing programs, utilities, word
processing, simulations).
E.P.4 Identifies uses of technology at
home, school, work and the
3 WISCONSIN’S MODEL ACADEMIC STANDARDS

Appendix A
Wisconsin Information & Technology Literacy
Standards Matrix
MMSD K-12 Information Literacy
Standards*
Instructional Technologies:
Contents and Performance
Standards**
community.
G.M.6 Use digital and video cameras and
scanners.
D.M.1 Use computers as tools to access
current information/library
resources.
CA.M.2 Use page preview options to analyze
work and make changes before
printing.
CA.M.3 Select a specific printer and set
print options.
A.4.2
Identify and use common media formats
• identify the wide variety of current media formats (e.g.,
video programs, magazines, computer software, audio
cassettes, CD-ROM and DVD, newspapers, books, the
Internet)
• recognize the common organizational characteristics of
print media (e.g., title page, table of contents,
copyright statement, index)
• differentiate among the common types of computer
software (e.g., drawing programs, utilities, word
processing, simulations)
• listen to and view common audio and video media
• access information using common electronic reference
sources (e.g., indexes, almanacs, on-line catalogs,
encyclopedias)
• describe the purpose and use of a virus detection
program
• demonstrate how to open and run a software program
from a local storage device or network server
• create, save, move, copy, retrieve, and delete electronic
files
• incorporate graphics, pictures, and sound into another
document
O.I.1
O.P.1
O.P.2
E.I.4
Login and out of computer network
and accesses a software application.
Demonstrate how to open and run a
software program from a local
storage device or network server.
Create, save, move, copy, retrieve,
and delete electronic files.
Describes the need for protection of
software and hardware.
4 WISCONSIN’S MODEL ACADEMIC STANDARDS

Appendix A
Wisconsin Information & Technology Literacy
Standards Matrix
A.4.3
Use a computer and productivity software to
organize and create information
• identify and define basic word processing terminology
(e.g., cursor, open, save, file, I-beam, window,
document, cut, copy, paste)
• produce a document using a word processing program
• edit a word-processed document using a spell checker
• 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
• explore special formatting features (e.g., borders,
shading, centering, justification) of a word processing
program
• identify a database and define basic database terms
(e.g., file, record, field)
• use a prepared database template to enter and edit
data, and to locate records
• identify a spreadsheet and explain basic spreadsheet
terms (e.g., column, row, cell)
• use a prepared spreadsheet template to enter and edit
data, and to produce and interpret a simple graph or
chart
MMSD K-12 Information Literacy
Standards*
Instructional Technologies:
Contents and Performance
Standards**
A.C.5.5. Know what a database is. WP.I.1 Identify and apply basic word
processing features (e.g., cursor,
open, save, file, print, I-beam,
window, document, cut copy, paste,
word wrap, text wrap header, footer,
and page number.)
WP.I.2 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.
WP.I.3
WP.I.4
WP.I.5
WP.P.1
WP.P.3
WP.P.4
WP.M.1
WP.M.2
WP.M.3
Explore special formatting features
(e.g., borders, shading, centering,
justification, columns, tabs,
margins, line spacing) in a word
processing program.
Edit a document using the
thesaurus and spell checker.
Use a word processing program to
import graphics
Identify word processing terms (e.g.
word processing, cursor, open,
save/save as, print, quit)
Demonstrate the ability to enter
and edit text.
Use a word processing program to
create original work.
Use a word processing program to
create a document with columns.
Use a word processing program to
insert a column break or a page
break.
Use the menu options in a word
processing program to rearrange the
order in which objects are layered
5 WISCONSIN’S MODEL ACADEMIC STANDARDS

Appendix A
Wisconsin Information & Technology Literacy
Standards Matrix
MMSD K-12 Information Literacy
Standards*
Instructional Technologies:
Contents and Performance
Standards**
on a page.
D.M.2 Identify database terms (e.g.
database, file, record, field,
sort/arrange, find, select/search
report, query, etc.).
D.M.3 Use a prepared database to enter
and edit data, sort records, find
records.
CA.M.1 Identify and use common features
among software applications (print
preview, cut, copy, paste, undo,
help, etc.).
A.4.4
Use a computer and communications software
to access and transmit information
• describe and explain an on-line information network
• generate, send, retrieve, save, and organize electronic
messages
• log on and view information from preselected sites on
the Internet
• use the functions of a web browser to navigate and save
World Wide Web sites
• identify and use simple search engines and directories
A.C.2.2. Know that computer technology is
used to locate and provide
information and ideas.
A.C.2.3. Know that the Internet is a source
of information and a means of
communication.
A.C.5.3. Know that computers can operate on
networks or singly.
A.C.5.4. Know that computer networks allow
for multiple users.
C.C.2.1. Know that e-mail systems are used
to communicate electronically.
C.P.5.7. Send and receive messages
electronically.
T.I.1
T.I.5
E.I.2
T.M.3
Know the Internet is a worldwide
source of information and a means
of global communication.
Identify basic search strategies.
Identifies computers as a tool for
accessing information.
Use the Menu options in an
Internet browser to navigate to
other sites, find information, print,
etc. (i.e., open, print, find, Go
Menu, toolbars, bookmarks, etc.).
6 WISCONSIN’S MODEL ACADEMIC STANDARDS

Appendix A
Wisconsin Information & Technology Literacy
Standards Matrix
A.4.5
Use media and technology to create and
present information
• use draw, paint or graphics software to create simple
signs, posters, banners, charts, visuals, etc.
• plan a multimedia production using an outline or
storyboard
• create and present a short video or hypermedia program
MMSD K-12 Information Literacy
Standards*
C.P.5.1.
C.P.5.6.
Prepare written, oral, and visual
reports using multiple resources.
Practice presenting thoughts,
feelings, and creative ideas through
student-produced media including
electronic format.
Instructional Technologies:
Contents and Performance
Standards**
G.I.1 Demonstrate the ability to modify
and add detail to a graphic.
G.I.2 Use tools to select, copy and move a
graphic to another application or
document (i.e. lasso, rectangle,
oval).
G.I.3 Use a software program to arrange
and format graphics (i.e. slide, drag,
flip, turn, group).
G.P.1 Identify tools and options within a
graphics program.
G.P.2 Demonstrate beginning drawing and
paint techniques using a variety of
tools to modify, arrange, format and
add detail to a picture.
G.P.3 Use a graphics program to create
original work.
G.M.5 Use a graphics program to create
original work.
A.4.6
Evaluate the use of media and technology in a
production or presentation
• identify the media and technology used
• explain how well the media and technology contributed
to its impact
• identify simple criteria for judging the quality of a
production or presentation
• judge how well a particular production meets the
identified criteria
• suggest ways to improve future productions or
presentations
A.8.1
Use common media and technology
terminology and equipment
• identify and define computer and networking terms
(e.g., modem, file server, client station, LAN,
A.P.8.2. Differentiate between networking
and stand-alone computer uses.
K.M.1
K.M.2
Use proper keyboarding techniques
(correct posture, hand, arm and
finger placement).
Use correct fingering for alphabetic
keys, numeric keypad, and common
7 WISCONSIN’S MODEL ACADEMIC STANDARDS

Appendix A
Wisconsin Information & Technology Literacy
Standards Matrix
Internet/Intranet, data storage device)
• demonstrate the correct operation of a computer system
on a network
• demonstrate touch keyboarding skills at acceptable
speed and accuracy levels (suggested range 20-25 wpm)
• organize and backup files on a computer disk, drive,
server, or other storage device
• recognize and solve routine computer hardware and
software problems
• use basic content-specific tools (e.g., environmental
probes, measurement sensors) to provide
evidence/support in a class project
• scan, crop, and save a graphic using a scanner, digital
camera, or other digitizing equipment
• use simple graphing calculator functions to solve a
problem
• capture, edit, and combine video segments using a
multimedia computer with editing software or a video
editing system
MMSD K-12 Information Literacy
Standards*
Instructional Technologies:
Contents and Performance
Standards**
marks of punctuation.
K.M.3 Use proper spacing given any type of
punctuation.
K.M.4 Identify the importance of accuracy
before speed.
PP.M.6 Capture, edit and combine video
segments using editing software or
a video editing system.
CA.M.7 Demonstrate troubleshooting strategies for
hardware and software problems
A.8.2
Identify and use common media formats
• describe the operating and file management software of
a computer (e.g., desktop, file, window, folder,
directory, pull-down menu, dialog box)
• identify the various organizational patterns used in
different kinds of reference books
• define the basic types of learning software (e.g., drill
and practice, tutorial, simulation)
• use electronic encyclopedias, almanacs, indexes, and
catalogs to retrieve and select information
• describe the various applications of productivity
software programs (e.g., word processing, database,
spreadsheet, presentation, communication, drawing,
desktop publishing)
• identify common integrated software packages or
applications suites
• use a graphics program to create or modify detail to an
CA.M.8
Describe the operating and file
management software of a computer
(e.g., desktop, file, window, folder,
directory, pull-down menu, dialog
box, etc.).
8 WISCONSIN’S MODEL ACADEMIC STANDARDS

Appendix A
Wisconsin Information & Technology Literacy
Standards Matrix
image or picture
MMSD K-12 Information Literacy
Standards*
Instructional Technologies:
Contents and Performance
Standards**
A.8.3
Use a computer and productivity software to
organize and create information
• explain the use of basic word processing functions (e.g.,
menu, tool bars, dialog boxes, radio buttons, spell
checker, thesaurus, page layout, headers and footers,
word count, tabs)
• use the spell checker and thesaurus functions of a word
processing program
• move textual and graphics data from one document to
another
• use graphics software to import pictures, images, and
charts into documents
• use a graphical organizer program to construct outlines
or webs that organize ideas and information
• 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, table of contents, bibliography)
• classify collected data and construct a simple database
by defining fields, entering and sorting data, and
producing a report
• construct a simple spreadsheet, enter data, and
interpret the information
• plot and use different types of charts and graphs (e.g.,
line, bar, stacked, scatter diagram, area, pie charts,
pictogram) from a spreadsheet program
• incorporate database and spreadsheet information (e.g.,
charts, graphs, lists) in word-processed documents
WP.I.1
WP.M.4
WP.M.5
WP.M.6
G.M.2
G.M.3
S.M.1
S.M.2
S.M.3
Identify and apply basic word
processing features (e.g., cursor,
open, save, file, print, I-beam,
window, document, cut copy, paste,
word wrap, text wrap header, footer,
and page number.)
Copy, import, and move text and/or
graphics using a word processing
program.
Demonstrate the use of basic word
processing functions (e.g., menu,
tool bars, dialog boxes, radio
buttons, spell checker, thesaurus,
page layout, headers and footers,
word count, tabs).
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, table of contents,
bibliography).
Describe and demonstrate different
ways to acquire graphics (i.e.,
scanned images, digital images,
etc.).
Import and/or copy graphics from
different sources (i.e., clipart,
scanned or digital images, Internet
graphics, screen shots, etc.).
Identify basic terms such as cell,
formula, row, column, and calculate.
Use a prepared spreadsheet to enter
and edit data, create a graph, etc.
Create a spreadsheet (enters data
into cells).
9 WISCONSIN’S MODEL ACADEMIC STANDARDS

Appendix A
Wisconsin Information & Technology Literacy
Standards Matrix
MMSD K-12 Information Literacy
Standards*
Instructional Technologies:
Contents and Performance
Standards**
S.M.4 Use a spreadsheet to cut, copy and
paste cell data, delete and insert
cells/rows/columns.
S.M.5 Format row height, column width,
and numbers.
S.M.10 Export graph or spreadsheet data to
another environment.
D.M.5 Use a prepared database to change
field characteristics (font, size, style,
color and number format).
D.M.6 Create a database with at least two
different field types and a minimum
of five fields and ten records.
D.M.7 Create a database with graphics.
D.M.8 Create a database with a calculation
field.
D.M.9 Create two different database
layouts to suit specific needs.
D.M.11 Incorporate database information
into a word-processed document.
CA.M.5 Use the Help function in any
application.
CA.M.6 Use file/folder management to
organize, store and access files on a
computer disk, drive, server, or
other storage device.
A.8.4
Use a computer and communications software
to access and transmit information
• define basic on-line searching and Internet terminology
(e.g., website, HTML, home page, hypertext link,
bookmark, URL address)
• send an e-mail message with an attachment to several
persons simultaneously
• access information using a modem or network
connection to the Internet or other on-line information
T.I.2
T.M.1
T.M.2
T.M.4
Define basic terms related to the
Internet (i.e. WWW. Homepage,
links, network.)
Define basic terms (WWW, HTML,
HTTP, FTP, URL, Internet,
hyperlink, bookmark, etc.).
Use an Internet browser to access
and/or copy graphics, information
and text for use in other projects.
Use communications software to
10 WISCONSIN’S MODEL ACADEMIC STANDARDS

Appendix A
Wisconsin Information & Technology Literacy
Standards Matrix
services
• view, print, save, and open a document from the
Internet or other on-line sources
• use basic search engines and directories to locate
resources on a specific topic
• demonstrate efficient Internet navigation
• organize World Wide Web bookmarks by subject or topic
MMSD K-12 Information Literacy
Standards*
Instructional Technologies:
Contents and Performance
Standards**
access, transmit and receive
information.
D.M.4 Use a database to search for desired
information given specific criteria.
A.8.5
Use media and technology to create and
present information
• use draw, paint, or graphics software to create visuals
that will enhance a class project or report
• design and produce a multimedia program
• plan and deliver a presentation using media and
technology appropriate to topic, audience, purpose, or
content
PP.M.4
PP.M.5
Plan a computer based multimedia
presentation using an outline or
storyboard.
Design and produce a multimedia
presentation with a combination of
text, graphics, animation, audio,
and/or video.
A.8.6
Evaluate the use of media and technology in a
production or presentation
• determine the purpose of a specific production or
presentation
• describe the effectiveness of the media and technology
used in a production or presentation
• identify criteria for judging the technical quality of a
production or presentation
• judge how well the production or presentation meets
identified criteria
• recommend ways to improve future productions or
presentations
A.12.1
Use common media and technology
terminology and equipment
• identify and define basic on-line and
telecommunications terminology or concepts (e.g.,
PP.M.1
PP.M.2
G.M.1
Describe different display media and
their effective use in a production
or presentation.
Determine the purpose of a specific
production or presentation.
Describe and convert different
graphic formats (i.e., pict, gif, tiff,
jpeg, etc.).
11 WISCONSIN’S MODEL ACADEMIC STANDARDS

Appendix A
Wisconsin Information & Technology Literacy
Standards Matrix
bandwidth, satellite dish, distance learning, desktop
conferencing, listserv, downlink, teleconference, virtual
reality)
• demonstrate proper keyboarding mechanics and touch
type accurately (suggested range 30-35 wpm)
• use a camcorder, VCR, multimedia computer, or editing
equipment to produce a short video program
• identify common graphic, video, and sound file formats
(e.g., JPEG, GIF, MPEG, QUICKTIME, WAV)
• use desktop or video conferencing equipment and
systems
MMSD K-12 Information Literacy
Standards*
Instructional Technologies:
Contents and Performance
Standards**
A.12.2
Identify and use common media formats
• identify examples of agents, expert systems, or artificial
intelligence (e.g., search engine, grammar checker,
voice recognition, translators)
• describe the common organizational patterns in
different types of print media
• identify and explain the use of common microforms
• demonstrate how to import and export text, graphic,
and sound files
• distinguish between an individual productivity program
and an integrated software program or applications
suite
• edit, import, and export movie or video files
A.12.3
Use a computer and productivity software to
organize and create information
• explain terminology and concepts connected with
integrated software or an applications suite (e.g., tool
palette, bulleted or numbered lists, macros, autocorrect,
find-and-replace, stylesheets)
• use an integrated program or applications suite to
complete a class assignment
• proofread and edit a document using the spell,
thesaurus, and grammar checking functions of a word
G.M.4
S.M.6
S.M.7
S.M.8
S.M.9
Resize graphics proportionately.
Use basic formulas and function
commands.
Create, interpret, and modify
graphs/charts in different formats
(bar, pictograph, pie, etc.)
Modify page layout including
setting print range.
Format and print a spreadsheet,
including the text, text wrap,
alignment, print range, colors, and
12 WISCONSIN’S MODEL ACADEMIC STANDARDS

Appendix A
Wisconsin Information & Technology Literacy
Standards Matrix
processing program
• manipulate graphics objects in a word processing
program (e.g., select, move, modify, delete, duplicate,
arrange)
• use desktop publishing and graphics software to produce
page layouts in different formats (e.g., brochure, trifold,
newsletter)
• analyze data from a database and present conclusions in
a document or report
• construct a spreadsheet, enter data into cells, use
mathematical functions to manipulate/process data,
generate a chart or graph, and interpret the results
• use a computer and graphical organizer software to
generate modifiable flow charts, project time lines,
organizational charts, or calendars
A.12.4
Use a computer and communications software
to access and transmit information
• choose most appropriate search engines and directories
to locate specific resources on the Internet or other online
services
• distinguish between "pull" and "push" or "broadcast"
methods of acquiring information from an on-line
source
• employ FTP (file transfer protocol) to retrieve and
download computer files from a remote computer
• use desktop conferencing, e-mail, or groupware to
communicate with others regarding assignments or
class projects
• establish access to primary sources and other experts
for class reports or projects
• participate in an on-line discussion group or listserv
appropriate to a content area
• gather and organize statistical or survey data using e-
mail, listservs, or on-line news or discussion groups
MMSD K-12 Information Literacy
Standards*
A.P.12.6. Choose the most appropriate search
engines and directories to locate
specific resources on the Internet
and other online services.
A.P.12.7.Establish access to primary sources
and other experts for class reports
or projects.
A.P.12.8.Gather and organize statistical or
survey data using e-mail, listservs,
or online news or discussion groups.
Instructional Technologies:
Contents and Performance
Standards**
fonts.
D.M.10 Use a database to sort and query to
solve a specific problem, given one
and/or two criteria.
PP.M.3 Design and produce a desktop
published document.
CA.M.4 Use multiple applications
simultaneously to copy and paste
data.
CA.M.9 Identify common software packages
or application suites and describe
methods for determining the best
tool for the intended purpose.
A.12.5 Use media and technology to create and C.P.12.1. Use media and technology to create
13 WISCONSIN’S MODEL ACADEMIC STANDARDS

Appendix A
Wisconsin Information & Technology Literacy
Standards Matrix
present information
• use draw, paint, graphics, or presentation software to
visually communicate ideas or concepts
• produce a multimedia program using text, graphics,
moving images, and sound
• develop a document or file for inclusion into a website
or web page
• participate in a desktop conferencing session to present
and share information with others
MMSD K-12 Information Literacy
Standards*
and present information
C.P.12.2. Communicate the results of
research and inquiry in an
appropriate format.
Instructional Technologies:
Contents and Performance
Standards**
A.12.6
Evaluate the use of media and technology in a
production or presentation
• assess the purpose and effectiveness of a production or
presentation
• evaluate the appropriateness and effectiveness of the
media and technology used
• determine criteria for judging the delivery, pacing,
focus, and technical quality of the production or
presentation
• judge how well the production or presentation meets
specified criteria
• specify ways to improve future productions or
presentations
PP.M.7
PP.M.8
Identify the criteria for judging the
technical quality of a production or
presentation and determine how
well the presentation meets the
criteria.
Recommend ways to improve future
productions or presentations.
14 WISCONSIN’S MODEL ACADEMIC STANDARDS

B. INFORMATION AND INQUIRY
Appendix A
Content Standard
Students in Wisconsin will access, evaluate, and apply information efficiently and effectively from a variety of sources in print, nonprint,
and electronic formats to meet personal and academic needs.
Rationale:
Today's students face a present and future in which they will encounter unprecedented access to ever increasing amounts of information.
Students must be prepared to evaluate critically each item of information in order to select and use information effectively in learning and
decision-making for personal growth and empowerment. This critical evaluation requires that students have frequent opportunities to
learn how knowledge is organized, how to find information, and how to use information in such a way that others can learn from them.
Mastery of information and inquiry skills will prepare students to participate in a rapidly changing, information-based environment.
PERFORMANCE STANDARDS
Wisconsin Information & Technology Literacy
Standards Matrix
B.4.1
Define the need for information
• identify the information problem or question to be
resolved
• determine what is already known about the
information problem or question
• formulate initial questions to define what additional
information is needed
• determine a specific focus for the information search
questions
B.4.2 Develop information seeking strategies
• identify possible sources of information including print,
nonprint, electronic, and human resources
• evaluate possible sources based on currency, genre, and
relevance to topic
• select more than one resource when appropriate
• identify keywords and phrases for each information
source
• recognize different ways to organize ideas, concepts,
and phrases
• list steps to follow in carrying out the information
search
MMSD K-12 Information Literacy
Standards*
R.P.2.1. Develop a question to be answered.
R.C.2.1. Know that research begins with a
question to be answered.
R.P.5.1. State clearly an information
question.
A.P.2.4. Request help from the library media
specialist.
A.C.2.5. Know that the public library is
another library resource.
R.P.2.2. Gather information from one or more
sources.
R.P.2.4. Use reference and content-area
materials to answer information
questions.
R.P.2.5. Search for information from audio,
visual, print, and electronic sources.
R.P.5.2. Develop information-seeking
strategies such as identifying
Instructional Technologies:
Contents and Performance
Standards**
15 WISCONSIN’S MODEL ACADEMIC STANDARDS

B. INFORMATION AND INQUIRY
Wisconsin Information & Technology Literacy
Standards Matrix
MMSD K-12 Information Literacy
Standards*
keywords.
R.P.5.3. Determine possible sources of
information.
R.C.5.3. Know the basic steps in the research
process.
Instructional Technologies:
Contents and Performance
Standards**
Appendix A
B.4.3
Locate and access information sources
• recognize that materials in the school library media
center are organized in a systematic manner
• locate materials using the classification system of the
school library media center
• identify and use printed or electronic catalogs to access
materials in the school library media center
• search for information by keyword, author, title, and
topic or subject
• use an encyclopedia, dictionary, almanac, and atlas in
print or electronic formats
• use the index or table of contents of a book, magazine,
or reference set to locate specific information
• locate information from preselected Internet sites and
web pages
A.C.2.4. Know that materials in the LMC
have a specific organization.
A.P.5.2. Use the electronic catalog to locate
materials.
A.P.5.3. Use the Internet to locate curricular
information from pre-selected sites
(e.g., bookmarks, homepages).
A.P.5.4. Use the LMC classification system to
locate materials.
A.P.5.5. Use an encyclopedia, dictionary,
almanac, and atlas, in print and/or
electronic formats.
A.P.5.6. Use the index and table of contents
of a book or reference set to locate
information.
A.C.5.1. Know that materials can be searched
by author, title, subject, and/or
keyword.
A.C.5.2. Know that materials in the LMC are
organized by author or by Dewey
Decimal classification.
R.P.5.4. Locate relevant information.
T.I.4
Use the Internet to locate
curricular information from preselected
sites (e.g., bookmarks,
homepage)
B.4.4
Evaluate and select information from a variety
of print, nonprint, and electronic formats
• preview selected resources using table of contents,
index, and other simple scanning strategies
• differentiate between fiction and nonfiction resources
• distinguish between fact and opinion
• determine timeliness and validity of information
R.P.2.3. Interpret objects, people, and
settings in pictures
R.C.2.2. Know the difference between fact
and fiction.
R.P.5.5. Gather information from more than
one source.
R.P.5.8. Interpret images and graphics.
R.P.5.9. Evaluate sources of information for
16 WISCONSIN’S MODEL ACADEMIC STANDARDS

B. INFORMATION AND INQUIRY
Wisconsin Information & Technology Literacy
Standards Matrix
sources
• recognize that graphics and images can be used to
convey a message
• identify the sponsoring organization or author for all
resources
• choose resources appropriate to their interests,
abilities, and information need
B.4.5 Record and organize information
• take notes or record information in their own words
• record the sources of information as notes are taken
• recognize the need to identify the author of any
information copied verbatim
• arrange notes to help answer the information problem
or question
• organize information using simple outlining techniques
• list basic bibliographic sources for information used
MMSD K-12 Information Literacy
Standards*
currency and validity.
R.C.5.1. Differentiate fact from opinion.
R.C.5.4. Know that graphics and images can
be used to convey a message.
R.P.5.6. Take notes in their own words.
R.P.5.7. Organize and interpret gathered
information using various graphic
organizers such as outlining and
webbing.
R.P.5.10. Record sources of information as
notes are taken.
R.C.5.2. Know that credit must be given for a
source of information.
C.P.5.3. List sources of information used.
Instructional Technologies:
Contents and Performance
Standards**
Appendix A
B.4.6
Interpret and use information to solve the
problem or answer the question
• identify new information and integrate it with prior
knowledge
• determine if information is relevant to the information
question
• select information applicable to the information
question
• seek additional information if needed
• apply the information gathered to solve the
information problem or question
B.4.7
Communicate the results of research and
inquiry in an appropriate format
• identify the audience for the product or presentation
• identify whether the purpose of the product or
presentation is to inform, entertain, or persuade
C.P.2.1. Talk about stories, pictures, and
videos.
C.P.2.2. Retell a story in their own words.
C.P.2.4. Create projects such as pictures,
dioramas, or audiotapes that
complement or explain their
17 WISCONSIN’S MODEL ACADEMIC STANDARDS

B. INFORMATION AND INQUIRY
Wisconsin Information & Technology Literacy
Standards Matrix
• recognize the three common types of communication or
presentation modes (written, oral, visual)
• choose a presentation format (e.g., speech, paper, web
page, video, hypermedia)
• develop a product or presentation to communicate the
results of the research
MMSD K-12 Information Literacy
Standards*
information and ideas.
C.P.2.5. Participate in activities such as
creative dramatics, videotaped
performances, or reading stories
aloud to others.
C.P.2.6. Share information with small groups
and entire classes.
C.P.2.7. Explain projects to teachers and
classmates.
C.C.5.1. Know that presentation style and
content will vary depending upon
the audience and the purpose.
Instructional Technologies:
Contents and Performance
Standards**
Appendix A
B.4.8
Evaluate the information product and process
• review the criteria to be used in judging both the
product (or presentation) and the process
• determine how well the product or presentation meets
the original information need based on the criteria
• review the process based on the criteria
• suggest ways in which the process and product can be
improved
B.8.1
Define the need for information
• identify the information problem or question to be
resolved
• relate what is already known to the information need
• formulate general and specific research questions using
a variety of questioning skills
• revise and narrow the information questions to focus
on the information need
B.8.2
Develop information seeking strategies
• identify relevant sources of information including print,
nonprint, electronic, human, and community resources
R.P.8.1. Define an information problem.
R.P.8.2. Formulate a research question or
thesis statement.
R.P.8.3. Develop information-seeking
strategies.
A.P.8.5. Use community resources for
information.
A.C.8.1. Know that materials may be
borrowed from other MMSD schools
18 WISCONSIN’S MODEL ACADEMIC STANDARDS

B. INFORMATION AND INQUIRY
Wisconsin Information & Technology Literacy
Standards Matrix
• evaluate possible sources of information based on
criteria of timeliness, genre, point of view, bias, and
authority
• select multiple sources that reflect differing or
supporting points of view
• identify and select keywords and phrases for each
source, recognizing that different sources use different
terminology for similar concepts
• organize ideas, concepts, and phrases using webbing,
outlines, trees, or other visual or graphic tools
• focus search strategies on matching information needs
with available resources
B.8.3
Locate and access information sources
• identify the classification system used in the school
library media center, public library, and other local
libraries
• locate materials using the classification systems of the
school library media center and the public library
• use an on-line catalog and other databases of print and
electronic resources
• recognize differences in searching bibliographic records,
abstracts, or full text databases
• search for information by subject, author, title, and
keyword
• use Boolean operators with human or programmed
guidance to narrow or broaden searches
• use biographical dictionaries, thesauri, and other
common reference tools in both print and electronic
formats
• use a search engine to locate appropriate Internet or
Intranet resources
MMSD K-12 Information Literacy
Standards*
and the public library.
A.C.8.2. Know when to search by subject
and/or search by keyword.
R.P.8.4. Determine the appropriate
information resources and tools to
search for needed data.
A.P.8.1. Search for materials by author, title,
subject and keyword.
A.P.8.3. Use electronic databases to access
newspapers and magazines.
A.P.8.4. Recognize differences in searching
bibliographic records, abstracts, or
full text databases.
A.P.8.6. Use search engines to locate
information on the Internet.
A.P.8.7. Use general reference tools in print
and electronic format (e.g., science
encyclopedia, biographical
dictionary, thesaurus, etc.).
A.P.8.8. Use the Dewey Decimal
Classification System to locate
materials by call number.
A.C.8.3. Know that Boolean operators can be
used to conduct a keyword search.
A.P.12.3 Use different search strategies for
bibliographic citations, abstracts,
and full-text resources in electronic
formats.
A.P.12.4 Construct effective electronic and
manual searches using keywords,
phrases, Boolean logic, and limiters.
Instructional Technologies:
Contents and Performance
Standards**
Appendix A
19 WISCONSIN’S MODEL ACADEMIC STANDARDS

B. INFORMATION AND INQUIRY
Wisconsin Information & Technology Literacy
Standards Matrix
MMSD K-12 Information Literacy
Standards*
A.P.12.5 Determine when to use general or
specialized print and electronic
reference tools.
R.P.8.5. Locate information within sources.
Instructional Technologies:
Contents and Performance
Standards**
Appendix A
B.8.4
Evaluate and select information from a variety
of print, nonprint, and electronic formats
• examine selected resources for pertinent information
using previewing techniques to scan for major concepts
and keywords
• differentiate between primary and secondary sources
• distinguish between fact and opinion; recognize point of
view or bias
• determine if information is timely, valid, accurate,
comprehensive, and relevant
• analyze and evaluate information presented in charts,
graphs, and tables
• locate indicators of authority for all sources of
information
• select resources in formats appropriate to content and
information need and compatible with their own
learning style
B.8.5
Record and organize information
• use notetaking strategies including summarizing and
paraphrasing
• record concise notes in a prescribed manner, including
bibliographic information
• cite the source of specific quotations or visuals using
footnotes, endnotes, or internal citation formats
• organize and compare information using graphic
organizers, storyboarding, and other relational
techniques
• organize information in a systematic manner
appropriate to question, audience, and intended format
R.P.8.5. Locate information within sources.
R.P.8.6. Interpret charts, tables, and graphs.
R.P.8.7. Make inferences and judgments and
draw conclusions from print, audio,
and visual media.
R.P.8.8. Evaluate information found on the
Internet.
R.C.8.1. Know the difference between
primary and secondary sources.
R.C.8.2. Know that information sources
reflect varying degrees of accuracy.
R.C.8.3. Know that information sources
reflect diverse viewpoints.
R.P.8.9. Record sources of information in a
standard bibliographic format.
C.P.8.1. Construct a bibliography in standard
bibliographic format.
20 WISCONSIN’S MODEL ACADEMIC STANDARDS

B. INFORMATION AND INQUIRY
Wisconsin Information & Technology Literacy
Standards Matrix
of presentation
• record sources of information in a standardized
bibliographic format
MMSD K-12 Information Literacy
Standards*
Instructional Technologies:
Contents and Performance
Standards**
Appendix A
B.8.6
Interpret and use information to solve the
problem or answer the question
• compare and integrate new information with prior
knowledge
• analyze information for relevance to the question
• analyze findings to determine need for additional
information
• gather and synthesize additional information as needed
• draw conclusions to address the problem or question
B.8.7
Communicate the results of research and
inquiry in an appropriate format
• determine the audience and purpose for the product or
presentation
• identify possible communication or production formats
• select a presentation format appropriate to the topic,
audience, purpose, content, and technology available
• develop an original product or presentation which
addresses the information problem or question
B.8.8
Evaluate the information product and process
• identify the criteria to be used in judging both the
product (or presentation) and the process
• determine how well research conclusions and product
meet the original information need or question based
on the identified criteria
• assess the process based on identified criteria
• summarize ways in which the process and product can
be improved
C.P.8.2. Create presentations using video,
audio, hypermedia or other
electronic resources.
C.C.8.1. Know that worldwide communication
can occur electronically through
listserv, e-mail, and bulletin boards.
C.C.8.2. Know that communication must
have a purpose - to inform,
persuade, or entertain.
R.P.8.10. Determine how well research
conclusions and product meet the
original information need or
question based on identified
criteria.
R.P.8.11. Summarize ways in which the
process and product can be
improved.
B.12.1 Define the need for information R.P.12.1. Determine an information need.
21 WISCONSIN’S MODEL ACADEMIC STANDARDS

B. INFORMATION AND INQUIRY
Wisconsin Information & Technology Literacy
Standards Matrix
• state the information problem or question in clear and
concise terms
• relate prior knowledge to the problem or question
• develop specific research questions or a thesis
statement based on the nature, purpose, and scope of
project
• conduct a preliminary search to determine if the
research questions or thesis statement is clear and
searchable; refine and revise if necessary
MMSD K-12 Information Literacy
Standards*
R.P.12.2. Structure research questions
according to purpose and
investigative options.
Instructional Technologies:
Contents and Performance
Standards**
Appendix A
B.12.2
Develop information-seeking strategies
• identify a full range of appropriate and available
information from local, national, and global sources
• determine and apply evaluative criteria to prioritizing
potential sources
• pursue a variety of resources reflecting differing points
of view, cultures, and disciplines
• identify and evaluate keywords, concepts, subject
headings, and descriptors for each information source
• organize ideas, concepts, and issues in a manner
appropriate to the subject and purpose
• develop a plan to obtain needed information using a
variety of research and investigative strategies (e.g.,
interviews, questionnaires, experiments, surveys)
B.12.3
Locate and access information sources
• identify the different classification systems used in local
school, public and post-secondary libraries, and resource
agencies
• locate information using the classification system and
catalog in use at a variety of libraries and resource
agencies
• use increasingly complex organizational features of
print and electronic resources such as cumulative and
cross-database indexes
A.P.12.1 Identify the different classification
systems used in local school, public,
and post-secondary libraries, and
resource agencies.
A.P.12.2 Locate information using the
classification system and catalog in
use at a variety of libraries and
resource agencies.
22 WISCONSIN’S MODEL ACADEMIC STANDARDS

B. INFORMATION AND INQUIRY
Wisconsin Information & Technology Literacy
Standards Matrix
• use different search strategies for bibliographic
citations, abstracts, and full-text resources in electronic
formats
• construct effective electronic and manual searches
using keywords, phrases, Boolean logic, and limiters
• determine when to use general or specialized print and
electronic reference tools
• compare, evaluate, and select appropriate Internet
search engines and directories
B.12.4
Evaluate and select information from a variety
of print, nonprint, and electronic formats
• select information clearly related to the problem or
question
• evaluate information for stereotyping, prejudice, and
misrepresentation
• distinguish among fact, opinion, point of view, and
inference
• determine if sources are authoritative, valid, reliable,
accurate, relevant, and comprehensive
• evaluate graphic images for misleading presentation
and manipulated data
• determine authorship for all resources and identify
points of agreement and disagreement among sources
• select information in formats and genre most
appropriate to content
MMSD K-12 Information Literacy
Standards*
R.P.12.2. Identify some of the specific
techniques used in mass media to
influence the viewer.
R.P.12.3. Evaluate sources of information for
accuracy, bias, and point of view.
R.P.12.4. Verify information by using more
than one source.
R.P.12.5. Evaluate the effectiveness of their
search strategies.
Instructional Technologies:
Contents and Performance
Standards**
Appendix A
B.12.5
Record and organize information
• use data-gathering strategies that include
summarizing, paraphrasing, comparing, and quoting
• follow standardized notetaking processes and compile
bibliographic information in an approved format
• credit sources for all quotations, visuals, major ideas,
and specific facts or data using accepted citation formats
• analyze and relate information using a variety of
relational techniques (e.g., graphic organizers, database
23 WISCONSIN’S MODEL ACADEMIC STANDARDS

B. INFORMATION AND INQUIRY
Wisconsin Information & Technology Literacy
Standards Matrix
reports, spreadsheet charts, graphs)
• organize information in systematic manner for unity,
coherence, clarity, and emphasis
• compile a bibliography in a format stipulated by an
accepted manual of style
MMSD K-12 Information Literacy
Standards*
Instructional Technologies:
Contents and Performance
Standards**
Appendix A
B.12.6
Interpret and use information to solve the
problem or answer the question
• interpret new information to formulate ideas which
address the question or problem using comparison,
evaluation, inference, and generalization skills
• synthesize new ideas, evidence, and prior knowledge to
address the problem or question
• draw conclusions and support them with credible
evidence
B.12.7
Communicate the results of research and
inquiry in an appropriate format
• determine the audience and purpose for communicating
the information
• compare strengths and weaknesses of possible
presentation methods and products
• select the most appropriate format for the product or
presentation
• develop a product or presentation that utilizes the
strengths of the medium and supports the conclusions
drawn in the research effort
R.P.12.6. Synthesize information and ideas
from a variety of sources.
R.P.12.7. Make inferences and judgments;
draw conclusions from evidence and
experience.
C.P.12.2. Communicate the results of
research and inquiry in an
appropriate format.
B.12.8
Evaluate the information product and process
R.C.12.1. Understand research methodology.
• establish the criteria to be used in judging both the
product (or presentation) and the process
• assess how well the research conclusions and product
satisfy the defined information need
24 WISCONSIN’S MODEL ACADEMIC STANDARDS

B. INFORMATION AND INQUIRY
Wisconsin Information & Technology Literacy
Standards Matrix
• critique the process and identify steps which need
further study, skill development, or practice
• evaluate how the research question or problem, search
strategy, resources, and interpretation could have been
expanded or modified
MMSD K-12 Information Literacy
Standards*
Instructional Technologies:
Contents and Performance
Standards**
Appendix A
25 WISCONSIN’S MODEL ACADEMIC STANDARDS

C. INDEPENDENT LEARNING
Appendix A
Content Standard
Students in Wisconsin will apply information and technology skills to issues of personal and academic interest by actively and
independently seeking information; demonstrating critical and discriminating reading, listening, and viewing habits; and, striving for
personal excellence in learning and career pursuits.
Rationale:
Independent learning is central to the effective use of information and technology for personal, career, and recreational choices. Skills in
independent learning are developed and used in the classroom and are essential for participation in education beyond the formal structures
of schooling. Students should be able to select, evaluate, and relate literature, media, and other creative expressions of information to their
own experience. Independent learners will demonstrate self-motivation in identifying information needs, solving information problems,
evaluating solutions, and developing personal goals.
PERFORMANCE STANDARDS
Wisconsin Information & Technology Literacy
Standards Matrix
C.4.1
Pursue information related to various
dimensions of personal well-being and
academic success
• identify topics of interest and seek relevant information
about them
• recognize that information can be used to make
decisions or satisfy personal interest
• recognize that accurate information is basic to sound
decisions
MMSD K-12 Information Literacy
Standards*
R.P.2.2. Select materials for informational
needs.
R.P.2.3. Identify works of various authors and
illustrators.
R.C.2.1. Know that reading, viewing and
listening can provide enjoyment as
well as information.
Instructional Technologies:
Contents and Performance
Standards**
C.4.2
Appreciate and derive meaning from literature
and other creative expressions of information
• choose fiction and other literature of personal interest
• recognize that award winning books reflect literary and
artistic excellence
• relate literature and other creative expressions of
information to personal experiences
R.P.2.1. Select materials for personal
enjoyment.
R.C.2.2. Know that award-winning books and
classics reflect literary and artistic
excellence.
26 WISCONSIN’S MODEL ACADEMIC STANDARDS

C. INDEPENDENT LEARNING
Wisconsin Information & Technology Literacy
Standards Matrix
• compare their own interpretations of literature and
other creative expressions of information with those of
others
C.4.3
Develop competence and selectivity in reading,
listening, and viewing
• choose materials at appropriate developmental levels
• identify materials that reflect diverse perspectives
• differentiate among written, oral, and visual forms of
literature
• recognize that media can be constructed to convey
specific messages, viewpoints, and values
MMSD K-12 Information Literacy
Standards*
R.C.2.3. Know that literature can be
experienced through various media.
R.C.2.4. Know that stories have been created
by people around the world and
reflect diverse cultures.
R.C.5.2. Know that images can be
constructed to reflect specific
messages, viewpoints, and values.
R.C.5.3. Know that media can shape
attitudes and values.
Instructional Technologies:
Contents and Performance
Standards**
Appendix A
C.4.4
Demonstrate self-motivation and increasing
responsibility for their learning
• contribute to group or classroom decisions about
learning objectives
• identify topics suitable for independent learning or indepth
exploration
• apply prescribed criteria for judging success of learning
projects
• establish goals and determine steps for completing a
project
• assess progress and quality of work
C.8.1
Pursue information related to various
dimensions of personal well-being and
academic success
• identify topics of interest and seek relevant information
about them
• identify information appropriate for decision-making
and personal interest
• recognize that accurate and complete information is
27 WISCONSIN’S MODEL ACADEMIC STANDARDS

C. INDEPENDENT LEARNING
Wisconsin Information & Technology Literacy
Standards Matrix
C.8.2
basic to sound decisions in both personal and academic
pursuits
Appreciate and derive meaning from literature
and other creative expressions of information
• recognize that reviews, evaluations, and guidance from
teachers, library media specialists, and others assist in
the selection of appropriate literature and creative
expressions of information
• identify and use personal criteria for choosing
literature and other creative expressions of information
• relate literature and creative expressions of
information to personal experiences
• relate literature and creative expressions of
information to other literature or creative expressions
of information
C.8.3
Develop competence and selectivity in reading,
listening, and viewing
• choose materials at appropriate developmental levels
• identify and select materials that reflect diverse
perspectives
• identify characteristics of common literary forms
• recognize how words, images, sounds, and illustrations
can be constructed to convey specific messages,
viewpoints, and values
MMSD K-12 Information Literacy
Standards*
R.P.8.2. Relate literature to real life or other
literature.
R.C.8.3. Know that reviews, evaluations, and
guidance from teachers, library
media specialists, and others assist
in the selection of appropriate
literature and creative expressions
of information.
R.P.8.1. Identify materials, which illustrate
bias and/or stereotypes.
R.C.8.1. Know that diverse racial and
cultural groups and both genders
have contributed to our literary
heritage.
Instructional Technologies:
Contents and Performance
Standards**
Appendix A
C.8.4
Demonstrate self-motivation and increasing
responsibility for their learning
• participate in decisions about group and classroom
projects and learning objectives
• identify and select topics of personal interest to expand
classroom learning projects
• recommend criteria for judging success of learning
projects
28 WISCONSIN’S MODEL ACADEMIC STANDARDS

C. INDEPENDENT LEARNING
Wisconsin Information & Technology Literacy
Standards Matrix
• establish goals and develop a plan for completing
projects on time and within the scope of the
assignment
• evaluate progress and quality of personal learning
• establish personal goals in pursuit of individual
interests, academic requirements, and career paths
MMSD K-12 Information Literacy
Standards*
Instructional Technologies:
Contents and Performance
Standards**
Appendix A
C.12.1
Pursue information related to various
dimensions of personal well-being and
academic success
• identify topics of interest and seek relevant information
about them
• evaluate information for decision-making and personal
interest
• recognize that accurate and complete information is
essential to sound decisions in personal, academic, and
career pursuits
C.12.2
Appreciate and derive meaning from literature
and other creative expressions of information
• recognize that core lists of classics and recommended
titles for precollege reading provide for a well-rounded
literary background
• apply personal criteria for choosing literature and other
creative expressions of information
• relate literature and other creative expressions of
information to personal experiences
• compare and contrast examples of literature and
creative expressions of information with other examples
of literature and creative expressions of information
C.12.3
Develop competence and selectivity in reading,
listening, and viewing
• choose materials at appropriate developmental levels
• identify and select materials that reflect diverse
R.P.12.1. Identify contributions of diverse
racial and cultural groups and of
both genders to our literary
heritage.
29 WISCONSIN’S MODEL ACADEMIC STANDARDS

C. INDEPENDENT LEARNING
Wisconsin Information & Technology Literacy
Standards Matrix
perspectives
• contrast characteristics of common literary forms
• evaluate how words, images, sounds, and illustrations
are constructed to convey specific messages, viewpoints,
and values to shape attitudes and influence action
MMSD K-12 Information Literacy
Standards*
Instructional Technologies:
Contents and Performance
Standards**
Appendix A
C.12.4
Demonstrate self-motivation and increasing
responsibility for their learning
• make decisions about group and classroom projects and
learning objectives
• identify topics for independent study to meet individual
learning needs and interests
• develop and apply criteria for judging success of
learning projects
• establish goals, plans, budgets, and timelines for
completing a project
• recognize gaps in personal knowledge and apply
strategies for addressing them
• evaluate progress and quality of personal learning
• articulate personal goals in pursuit of individual
interests, academic requirements, and career paths
30 WISCONSIN’S MODEL ACADEMIC STANDARDS

D. THE LEARNING COMMUNITY
Appendix A
Content Standard
Students in Wisconsin will demonstrate the ability to work collaboratively in teams or groups, use information and technology in a
responsible manner, respect intellectual property rights, and recognize the importance of intellectual freedom and access to information in
a democratic society.
Rationale:
As a member of a community of learners, each individual's actions impact all members of that community. The workplace in the 21st
century will be a collaborative environment requiring a high level of communication, problem-solving, and teamwork skills. The concept of
the larger learning community suggests that all of us—students, teachers, administrators, parents, and other citizens—are interconnected
in a lifelong quest to understand and meet our constantly changing information needs. The new learning community is not limited by time,
place, age, occupation, or individual fields of study. Rather, this community is linked by mutual respect for the opinions and work of others;
by interests and needs; by open and equitable access to information; and by a continually expanding and improving global
telecommunications network.
PERFORMANCE STANDARDS
Wisconsin Information & Technology Literacy
Standards Matrix
D.4.1
Participate productively in workgroups or
other collaborative learning environments
• share information and ideas with others
• respect the ideas of others
• articulate workgroup goals and individual
responsibilities within the group
• participate in the development of individual and
workgroup tasks and priorities
• recognize that individual achievement is linked to the
successful completion of workgroup projects
• complete workgroup projects to meet an established
timeline
• review workgroup projects and suggest improvements
D.4.2
Use information, media, and technology in a
responsible manner
• return all borrowed materials on time
MMSD K-12 Information Literacy
Standards*
C.P.5.4. Work cooperatively to develop group
projects.
A.P.2.1 Check out and return LMC materials
in a timely fashion.
A.P.2.2. Handle materials such as books and
tapes appropriately.
Instructional Technologies:
Contents and Performance
Standards**
31 WISCONSIN’S MODEL ACADEMIC STANDARDS

D. THE LEARNING COMMUNITY
Wisconsin Information & Technology Literacy
Standards Matrix
• identify the school's rules on student use of the
Internet and other resources
• demonstrate use of the Internet and other on-line
sources consistent with the school's acceptable use
policy
• employ proper etiquette in all forms of communication
• recognize that altering or destroying another person's
program or file constitutes unacceptable behavior
• differentiate between copying and summarizing
• recognize that using media and technology to defame
another person or group constitutes unacceptable
behavior
• recognize the need for privacy of personal information
MMSD K-12 Information Literacy
Standards*
A.C.2.1. Know that materials must be
checked out and returned.
A.P.5.1. Identify, handle, and use print and
non-print materials appropriately.
C.P.5.8. Follow district and school policy
guidelines and etiquette using all
forms of communication including
electronic information sources.
Instructional Technologies:
Contents and Performance
Standards**
Appendix A
D.4.3
Respect intellectual property rights
• explain the concept of intellectual property rights
• describe how copyright protects the right of an author
or producer to control the distribution, performance,
display, or copying of original works
• recognize that the copying of commercial or licensed
media is a violation of the copyright law
• identify violations of the copyright law as a crime for
which there are serious consequences
• explain why the use of all or parts of another person's
work requires prior permission or citation
• recognize that a quoted work must be stated in the
author's exact words
• list sources quoted verbatim and visuals used in a
presentation
• recognize that reports or articles they write must be
put in their own words
C.P.5.2. Communicate information in their
own words.
C.C.5.2. Know that plagiarism is unethical.
C.C.5.3. Know that published information is
the property of the originator.
T.I.6
E.I.1
E.P.2
E.P.3
Practice ethical use of the Internet
to export graphics and text.
Identifies a situation in which a
copyright law has been violated and
knows that violation of a copyright
law is a crime.
Demonstrates respect for the
computer work of others.
Knows that an individual has
ownership of his/her created
computer work.
D.4.4
Recognize the importance of intellectual
freedom and access to information in a
democratic society
• define the concept of intellectual freedom
32 WISCONSIN’S MODEL ACADEMIC STANDARDS

D. THE LEARNING COMMUNITY
Wisconsin Information & Technology Literacy
Standards Matrix
• identify examples of censorship
• recognize the importance of free and open access to
information for all citizens
• acknowledge the right of classmates to express opinions
different from their own
• describe situations or conditions where information is
repressed or restricted
MMSD K-12 Information Literacy
Standards*
Instructional Technologies:
Contents and Performance
Standards**
Appendix A
D.8.1
Participate productively in workgroups or
other collaborative learning environments
• collaborate with others to identify information needs
and seek solutions
• demonstrate acceptance to new ideas and strategies
from workgroup members
• determine workgroup goals and equitable distribution
of individual or subgroup responsibilities and tasks
• plan for the efficient use and allocation of time
• complete workgroup projects on time
• evaluate completed projects to determine how the
workgroup could have functioned more efficiently and
productively
D.8.2
Use information, media, and technology in a
responsible manner
• return all borrowed materials on time
• describe and explain the school policy on technology
and network use, media borrowing, and Internet access
• demonstrate responsible use of the Internet and other
electronic resources consistent with the school's
acceptable use policy
• recognize that using media and technology to defame or
libel another person or group constitutes unacceptable
behavior
• identify and define the consequences of violations to
the school's policies on media and technology use
• recognize the need for privacy and protection of
T.M.5
E.M.1
E.M.2
E.M.3
E.M.4
Demonstrates appropriate
netiquette when communicating via
e-mail.
Describe ways in which technology
has a global influence.
Identify meaningful ways to use the
Internet.
Identify reasons why software can't
be downloaded to District computers
(legality/illegality, potential virus
contamination, corrupting District
hardware/software because of
potential conflicts, etc.).
Identify situations that would
interfere with the ability of other
33 WISCONSIN’S MODEL ACADEMIC STANDARDS

D. THE LEARNING COMMUNITY
Wisconsin Information & Technology Literacy
Standards Matrix
personal information
MMSD K-12 Information Literacy
Standards*
Appendix A
Instructional Technologies:
Contents and Performance
Standards**
users to make effective use of school
computers and network resources
(logging in with someone else's user
id, deleting files, etc.).
E.M.5 Describe a variety of current
technological trends and devices and
the usefulness of each.
D.8.3
Respect intellectual property rights
• define the purpose of copyright and copyright law
• identify what kinds of works of authorship can be
copyrighted
• explain the concept of "fair use" as it pertains to the
copyright law
• recognize that the "fair use" provisions may differ
depending on the media format
• relate examples of copyright violations
• cite the source for words which are quoted verbatim
and for pictures, graphics, and audio or video segments
which are used in a product or presentation
• explain and differentiate the purposes of a patent,
trademark, and logo
D.8.4
Recognize the importance of intellectual
freedom and access to information in a
democratic society
R.C.8.2. Know the principle of intellectual
freedom.
• explain the concept of intellectual freedom
• identify examples and explain the implications of
censorship in the United States and in other countries
• explain the importance of the principle of equitable
access to information
• compare and contrast freedom of the press in different
situations and geographic areas
• recognize that the free-flow of information contributes
to an informed citizenry resulting in sound decisions for
the common good
34 WISCONSIN’S MODEL ACADEMIC STANDARDS

D. THE LEARNING COMMUNITY
Wisconsin Information & Technology Literacy
Standards Matrix
MMSD K-12 Information Literacy
Standards*
Instructional Technologies:
Contents and Performance
Standards**
Appendix A
D.12.1
Participate productively in workgroups or
other collaborative learning environments
• collaborate with others to design and develop
information products and solutions
• incorporate effective group processes and shared
decision-making in project development
• specify and detail workgroup goals and individual and
subgroup responsibilities
• finalize workgroup strategies, resources, budget, and
timeline
• allocate time for a project based on an inventory of the
responsibilities of workgroup members
• complete specific projects within a timeline and budget
• critique completed projects and workgroup processes for
future improvement
D.12.2
Use information, media, and technology in a
responsible manner
• return all borrowed materials on time
• assess the need for different information policies and
user agreements in a variety of settings (e.g., private
employer, university, government agency)
• demonstrate use of the Internet and other resources
consistent with acceptable use policies
• recognize that using media or technology to defame,
libel, or misrepresent another person or group
constitutes unacceptable behavior
• identify and define consequences of violations to the
school's policies on media and technology use
• recognize the need for privacy of certain data files or
documents
D.12.3
Respect intellectual property rights
• explain the difference between copyright and copyright
C.C.12.1. Recognize the legal consequences of
plagiarism and the need for personal
authenticity in their work.
C.C.12.1. Recognize the legal consequences of
plagiarism and the need for personal
authenticity in their work.
35 WISCONSIN’S MODEL ACADEMIC STANDARDS

D. THE LEARNING COMMUNITY
Wisconsin Information & Technology Literacy
Standards Matrix
registration
• explain why "fair use" is permitted for educational
purposes but not in "for profit" situations
• distinguish among freeware, shareware, and commercial
software
• recognize the legal consequences of plagiarism and the
need for personal authenticity in their work
• explain conditions under which permission must be
obtained for the use of copyrighted materials
• describe how to correspond with authors, publishers, or
producers to obtain permission to use copyrighted
materials in their work
MMSD K-12 Information Literacy
Standards*
C.C.12.2. Respect intellectual property rights
and demonstrate this respect with
proper documentation and copyright
compliance.
Instructional Technologies:
Contents and Performance
Standards**
Appendix A
D.12.4
Recognize the importance of intellectual
freedom and access to information in a
democratic society
A.C.8.4. Know that all students have a right
to equal access to library materials
and resources.
• summarize how the basic principles of democracy relate
to intellectual freedom
• distinguish between intellectual freedom as it relates
to children versus adults
• investigate a specific censorship situation (e.g.,
challenge to a book or magazine in a local library)
• recommend strategies for ensuring that others have
equitable access to information, media resources, and
technology
• project what conditions might result if intellectual
freedom were ignored in their own community or in the
United States
No apparent correlate with State Standards
MMSD K-12 Information Literacy Standards*
C.P.2.3. Sequence main ideas in stories.
R.P.2.4. Use pictures to tell a story.
R.P.2.5. Analyze a variety of styles and techniques
of illustration.
R.C.2.5. Know that reading is an essential skill.
Instructional Technologies: Contents and
Performance Standards**
T.I.3 Define basic terms related to e-mail (i.e.
send/receive/reply, netiquette)
E.I.3 Describes the influence of technology on
life in the United States.
E.P.1 Identifies the computer as a machine
36 WISCONSIN’S MODEL ACADEMIC STANDARDS

D. THE LEARNING COMMUNITY
R.C.2.6. Know what an author and illustrator
does.
R.C.2.7. Know that there are different literary
forms such as poetry, biography, and
folktales.
R.C.2.8. Know that there is a relationship
between words and illustrations
R.P.5.1. Identify elements of a story (plot, setting,
characters, etc.).
R.P.5.2. Differentiate among various literary forms
such as poetry, biography, folktales, etc.
R.C.5.1. Know that culture and gender
may or may not be reflected in
literature.
that helps people work and play.
Appendix A
* Assigned by Stacey Pipson, Nancy Kieraldo, Marcy Voss, Laura Holt, Mark Lea
**Assigned by Stacy McCullough, Tia Viney, Tina Krouth, Jeanne Dally-Steele, Mark Lea
37 WISCONSIN’S MODEL ACADEMIC STANDARDS

Technology REACH & LMC Grade Level Profile Guide
Appendix B
The Madison Metropolitan School District Elementary Technology Content and Grade Level Performance Standards define a curriculum that cannot exist independent of other
curricula and as a result are designed to be integrated into various content and skill areas of the school curriculum. Ethical Issues, though not included in the chart, need to be
addressed and modeled in the routine teaching of technology standards. (See Elementary Technology Standards http://www.madison.k12.wi.us/tnl/ict/curriculum/ )
Grade Word Processing Graphics Keyboarding
Operation
and Care
Information Literacy
Skills
K
Open
Text tool
Type name
Save/save as
Quit
In Kid Pix…
Paint bucket and color
Line tool
Pencil
Square
Circle
Stamp
Paint brush
Alphabet stamps
Pre keyboarding skills
Posture
Hand position
Open and run a software
program from the network
Create a document
Introduced to checkout of,
respect for and timely return of
library materials
Introduced to the difference
between fact and fiction.
Students talk about connections
to stories
Introduced to the selection of
library materials for personal
enjoyment
1
Cursor
Enter
Shift
Delete
Home row keys
Print
In Kid Pix…
Reinforce previously taught
skills
Moving van
Mixer tool
Text tool
Pre keyboarding skills
Posture
Hand position
Save a file
Retrieve a file
Introduced to organization of
LMC materials
Introduced to the process of
requesting help from LMC staff
Introduced to interpreting
objects, people and settings in
pictures.
Introduced to retelling the main
ideas of a story in sequence.
Introduced to award winning
literature.
Introduced to the role of authors
and illustrators
DRAFT, 5/15/06, MMSD 2002-2003
Teaching & Learning—Mary Ramberg, Director
Technology and Learning—Joan Peebles, Coordinator
Library Media Services – Mark Lea, Coordinator
1

Technology REACH & LMC Grade Level Profile Guide
Grade Word Processing Graphics Keyboarding
2
Reinforce previously
taught skills
Select/deselect text
Cut & move text
In Kid Pix…
Reinforce previously taught
skills
Eraser
Eye dropper
Edit graphic
Import graphic
Pre keyboarding skills
Posture
Hand position
Operation
and Care
Copy a file
Move a file
Delete a file
Appendix B
Information Literacy
Skills
Introduction to use of the
electronic catalog to locate
materials in the LMC.
Students are taught that research
begins with a question that can
be answered by a variety of
sources.
Students are introduced to
sharing information with others.
Students are taught that stories
have been created by people
around the world and reflect
diverse cultures.
3
Reinforce previously
taught skills
Delete
Scroll bar
Edit
Text format
Spell checker
In a word processing
program…
Insert a graphic/picture
Copy and paste a graphic
from another program
Move graphic
Resize graphic
Rectangle and circle tool
Painting tool
Selection tool
Fill tool
Pre keyboarding skills
Posture
Hand position
Reinforce use of home
row keys
Login and out of network
Identify basic computer
terms
Identify and explain
functions of a computer
system
Students are introduced to the
appropriate use of selected print
reference materials
(encyclopedia, dictionary, and
non-fiction text).
Students are introduced to how to
use a table of contents, index,
and guide words.
Students are introduced to quality
media (print and electronic,
fiction and non-fiction).
Students are introduced to the
research process.
Students are introduced to
presenting information with
audience and purpose in mind.
Students are introduced to a
variety of genres including
poetry, biography, and folktales.
DRAFT, 5/15/06, MMSD 2002-2003
Teaching & Learning—Mary Ramberg, Director
Technology and Learning—Joan Peebles, Coordinator
Library Media Services – Mark Lea, Coordinator
2

Technology REACH & LMC Grade Level Profile Guide
Grade Word Processing Graphics Keyboarding
4
Reinforce previously
taught skills
Cut, copy and paste
Import graphics
Text wrap
In a word processing
program…
Reinforce previously taught
skills
Create original graphic
Align graphics
Order graphics
Add text to a graphic
Exit goal at end of Grade
5:
10 words/minute @ 92%
accuracy
Operation
and Care
Demonstrate proper care
and correct use of
equipment
Appendix B
Information Literacy
Skills
Students are introduced to the
appropriate use of selected
electronic reference materials
(preselected web sites,
databases, and encyclopedia).
Students are introduced to
identifying sources of
information and assigning proper
credit.
Students are introduced to
preparing written, oral, and
visual products using multiple
resources.
Students are taught how to select
books of different genres for
specific purposes.
5
Reinforce previously
taught skills
Compose and edit
Set tabs
Adjust margins
Text placement
Columns
Line spacing
Design principles
Electronic thesaurus
Headers, footers, and
page numbers
In a word processing
program…
Reinforce previously taught
skills
Gradients
Fill pattern
Line thickness
Arrows
Eraser
Freehand
Modify graphics
Rotate, flip and drag
graphic
Exit goal at end of Grade
5:
10 words/minute @ 92%
accuracy
Differentiate among
common types of software
(e.g. drawing programs,
utilities, work processing)
Students are introduced to the
selection of appropripriate
sources to fullfil an information
need.
Students are taught to evaluate
sources of information for
currency and validity.
Students are introduced to the
process of synthesizing
information and communicating
it in their own words.
Students are introduced to the
legal and ethical issues of
copyright and plagiarism.
DRAFT, 5/15/06, MMSD 2002-2003
Teaching & Learning—Mary Ramberg, Director
Technology and Learning—Joan Peebles, Coordinator
Library Media Services – Mark Lea, Coordinator
3

Appendix C
Technology-based Partnerships / Joan Peebles, Technology and Learning Coordinator 663-5228
Program
Name
Information
Technology
Academy
(ITA)
Partner Program Purpose Location Contact Phone Comments:
UW-
Madison
PEOPLE
Program
Prepare under-served
students of color and UWeconomically
Madison
disadvantaged students for DOIT
technical, academic, and Center
personal excellence in
today's Information Age
Dane Build foundations within
Powered UP County school districts to support
businesses, Information Technologies
five other curriculum
school
districts
Dane
County
Erica
Laughlin,
UW
Joan
Peebles,
MMSD
265-2408
663-5228
Joan Peebles 663-5228
Students are recruited out of grade 8 (15-30 per year) and
are provided monthly training, summer work opportunities /
internship, mentors/tutors, and at-home technology
equipment.
MMSD representative serves on the advisory committee which
recruits students and provides program oversight.
Powered Up is a consortium of local businesses and schools,
working together to increase interest and awareness of IT
careers among youth. Members include:
Teresa (608) 231- American Family Insurance Company,
Drabenstadt, 7701 CUNA Mutual Group
CUNA
Wisconsin Dept. of Workforce Development
Mutual
Inacom Information Systems, Great Lakes
Educational Loan Service, Inc.
TDS, Inc.
Project
TCP:
Transitions,
Connections
and
Pathways
WISCNET
Digital
Districts
Online
Madison
Area
Technical
College and
Dane
County
school
districts
Wisconsin
school
districts
Build Information
Technology pathways into
high school
curricula and increase the
percentage of at-risk
students completing high
school by increasing their
occupational and technical
skills.
Madison
high
schools
Joan Peebles 663-5228
Collaborate with other
districts, state, to offer online Districtwide Joan Peebles 663-5228
courses for students and
staff.
“Powered Up” is the organizational host for TCP.
Five-year initiative; presently building the necessary Business
Advisory and Community Connections groups
www.digitaldistricts.org/tcp
WISCNET serves as an umbrella organization for the MMSDdeveloped
“Digital Districts Online” (DDO) which is state
membership service.
www.digitaldistricts.org/