B.+Goals,+Objectives+and+Strategies+for+ET-IL

Link to ET-IL 2009-2012

=B. Goals, Objectives and Strategies for ET-IL=

//Establishing goals, objectives, and strategies for the ET-IL plan, leading to increased student achievement, should be based on the results of the needs assessment. Alignment of the ET-IL plan with district goals and objectives assures continuity of all district efforts. It is recommended that ET-IL planners coordinate efforts with district accreditation efforts as outlined in the CDE Accreditation Rules.//


 * ET-IL Integration with Curriculum, Instruction and 21st Century Skills
 * ET-IL as a Driver for Staff Collaboration (See Also Part C, Collaboration and Integration)
 * Increase/Improve Technology Access for Teachers and Students
 * Parental Involvement and Communication
 * Technology for Data and Assessment Support

Vision
In keeping with the mission and goals of the Thompson Strategic Plan, this district is committed to developing students to be creative thinkers, informed citizens, and productive workers who are //"empowered to learn, challenged to achieve, and inspired to excel."// Whereas the basic educational goals have not changed drastically over the years, the tools and instructional methods to achieve these goals have advanced dramatically. Students of the 21st century must learn both core and 21st century content within a 21st century context. It is the school system’s responsibility to prepare students for this reality. The classroom is the primary place where this preparation will occur; therefore, every classroom must be equipped with diverse technologies and educators with the knowledge and abilities to support this kind of teaching and learning.

Thompson envisions technology integrated into instruction, supporting new strategies for teaching and learning by:
 * addressing diverse learning styles,
 * accommodating individual learning rates,
 * encouraging cooperative learning,
 * helping students accept responsibility for their learning,
 * providing the means to communicate globally, and
 * improving academic achievement in all areas.

In addition to equipping classrooms with diverse technology, the Technology Advisory Committee envisions a school district where:
 * Stakeholders have equitable access to technology tools.
 * Students have equitable access to learning opportunities, regardless of location.
 * Stakeholders are technologically literate.
 * Support for technology is equitable and ubiquitous for all staff and students.
 * Systems and infrastructure are robust and adaptable.

Guiding Questions:
//1. What are your district's ET-IL goals? 2. Succinctly list your specific goals, objectives and strategies for ET-IL based on the results of your needs assessment. They should clearly support your district goals. 3. How do the ET-IL goals directly support the district goals? 4. How will your ET-IL strategies help meet the Colorado Academic Standards2, Technology Standards3 for Students and Technology Standards for Teachers4? 5. Has your school adopted ET-IL standards for students at the local level? Are these locally designed standards and/or are they based on state/nationally-developed standards such as those produced by the Colorado Information Literacy Standards or the International Society for Technology in Education (ISTE)? 6. What 21st century learning skills are included in your ET-IL goals? 7. Define technologically literate for your district if different than the CDE endorsed definition. //

Focus Areas
The committee charged with the revision process this year decided to maintain our focus on the four basic areas originally targeted: information literacy, access, competency and professional practice. However, we feel it is imperative that we collapse the categories into two critical areas of competency: 21st Century Staff Skills and 21st Century Student Skills. In the 21st century, a competent user knows more than just technology operations and concepts. We believe that competent users, both student and adult, must demonstrate creative and innovative thinking; use digital media and environments to communicate and work collaboratively; apply digital tools to gather, evaluate and use information; use critical thinking skills to plan and conduct research, design and manage projects, solve problems, engineer solutions and make informed choices using appropriate digital tools and resources; and understand human, cultural and societal issues related to technology and practice legal and ethical behavior. In order to be competent, students and staff must have equitable access. Furthermore, the Thompson School District recognizes that information literacy is but one critical component of 21st Century learning. Therefore, we present two goal areas in this 2009-2012 ET-IL Plan:
 * 21st Century Staff Skills
 * 21st Century Student Skills

As our district’s strategic plan, which addresses the following core areas: basic skills (BS), creativity and critical thinking (CCT), school to life (STL), and safety and belonging (SB) provide a perfect umbrella to the goals listed above. The mission of the Thompson School district is to: The Thompson School District will be a school district that empowers, challenges and inspires students, faculty, staff, parents, school leaders and community members to learn, achieve and excel. We will endeavor to frame our vision within the following ET-IL goal areas.
 * Empower to learn through
 * focused, safe and technologically rich environments
 * strong instructional leadership
 * recognizing, honoring and respecting differences
 * community collaborations
 * robust learning
 * Challenge to achieve by promoting
 * ownership of learning
 * local and global citizenship
 * critical thinking
 * adaptability
 * Inspire to excel in
 * creativity
 * innovation
 * ethical and healthy lifestyles
 * lifelong learning
 * leadership- developing leaders

21st Century Staff Skills
In order to prepare students for our digital world, staff must have equitable access to tools and learning opportunities that empower robust, 21st century learning. The Thompson School District has adopted the International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers standards. //The following sub-goals and objectives align with our district strategic goal areas of Basic Skills and School to Life//:

Color update 4/2010 with #b800ff


 * __Goal #1:__ Facilitate and inspire student learning and creativity**

__Objectives:__ __Strategies:__
 * Instructional staff promote, support, and model creative and innovative thinking and inventiveness.
 * Instructional staff engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
 * Instructional staff promote student reflection using collaborative tools to reveal and clarity students’ conceptual understanding and thinking planning, and creative processes.
 * Instructional staff model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environment.
 * Administrators foster and nurture a culture of responsible risk-taking and advocate policies promoting continuous innovation with technology.
 * Administrators facilitate and support collaborative technology-enriched learning environments conducive to innovation for improved learning.
 * Administrators facilitate the use of technologies to support and enhance instructional methods that develop higher-level thinking, decision-making, and problem-solving skills.
 * 1) Teachers team with appropriate staff to design and evaluate developmentally appropriate learning opportunities that apply technology- enhanced learning strategies to support creativity of learners in real-world activities.
 * 2) Use on-line conferencing for collaboration and sharing best practices.
 * 3) Curriculum, instruction and assessment (CIA) materials to include strategic lessons and best practices incorporating technology literacy. (applies to all standards)
 * 4) Tech Coaches, principals, Tech Facilitators, and Instructional Coaches (IC) receive training and utilize Learning 2.0 tools and tech tools associated with district curriculum.
 * 5) Tech Coaches, TOSAs, and ICs use TOT model to integrate technology into instruction across content areas.
 * 6) Professional Development on various technologies to support instruction (ie. podcasting, web based content management systems, web-based instruction)
 * 7) Schools maintain integrated ETIL plans (applies to all standards)
 * 8) Maintain and improve current bandwidth and hardware required for utilization. (applies to all standards) Network updates
 * 9) Provide on-line conferencing and expanded digital repository access . (applies to all standards) Nings, blogs, wikis -- podcast server

__Objectives:__ __Strategies:__
 * __Goal 2:__ Design and Develop Digital-Age Learning Experiences**
 * Instructional staff design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * Instructional staff develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning and assessing their own progress
 * Instructional staff customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
 * Instructional staff provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
 * Administrators use technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice and student learning.
 * Administrators assess staff knowledge, skills, and performance in using technology and use results to facilitate high-quality professional development and to inform personnel decisions.
 * 1) Use collaboration for on-line conferencing to share best practices.
 * 2) Teachers design developmentally appropriate learning opportunities that apply technology- enhanced learning strategies to support diverse needs of learners.
 * 3) Instructional staff provides opportunities for students to create information and content and to access technology supported curriculum, on-line collaborative tools, and assessment/gradebook data to monitor progress and set goals.
 * 4) Teachers use technology based tools to develop and share curriculum and instructional materials
 * 5) Teacher is aware of student strengths/needs/ styles; instruction and response methods are differentiated according to student needs.
 * 6) Teachers use Progress monitoring at standard intervals to inform instruction and improve student achievement. Acuity, AIMSWeb
 * 7) Principals model technology use for data analysis and planning for instruction
 * 8) Provide professional development and support for teachers to select and use media, software, and hardware resources (i.e. regular digital updates of Systems Alignment Project, podcasts or district TV, web based content management systems, video conferencing, webinar) DiscoveryStreaming-elem
 * 9) Coordinate observations in lab classes; distance learning
 * 10) Professional Development on Brain based learning and differentiation strategies
 * 11) Professional development on using Data to Inform Instruction.
 * 12) Review Equipment Replacement Cycle (ERC) and explore other funding sources; research and implement technology based tools; student access to 21st learning tools; Maintain and improve current bandwidth and hardware required for utilization
 * 13) Provide rich on-line content (i.e. Podcast, digit sources, web based instruction and resources to support new learning and remediation) Distance learning
 * 14) Access professional development opportunities; understand and implement a variety of technology tools to support student learning needs-- ie: iKNOW class, Promethean trainings
 * 15) Explore ways to provide more direct teacher instruction through certified library/ instructional tech teaching positions at elementary and secondary levels.

__Objectives:__
 * __Goal 3:__ Model Digital-Age Work and Learning**
 * Instructional staff demonstrates fluency in technology systems and the transfer of current knowledge to new technologies and situations.
 * Instructional staff collaborates with students, peers, parents and community members using digital tools and resources to support student success.
 * Instructional staff communicates relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.
 * Instructional staff model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning.
 * Administrators maintain awareness of emerging technologies and their potential uses in education.
 * All staff demonstrates fluency in technology systems and the transfer of current knowledge to new technologies and situations to meet job requirements.

__Strategies:__
 * 1) Provide regular/on-going informational updates on new and work-related technologies to all district staff
 * 2) In conjunction with on-going district PD (ie. TCIRA, Podcasting), new technologies will be showcased to increase user fluency
 * 3) Ensure basic teacher competencies from teacher standards to all teachers and administrators
 * 4) Training for administrators to effectively evaluate the use of technology in education (classrooms/work performance)

__Objectives:__
 * __Goal 4:__ Promote and model digital citizenship and responsibility**
 * All staff advocates, model and teaches safe, legal and ethical use of digital information and technology, including respect for copyright, intellectual property and the appropriate documentation of resources.
 * Instructional staff addresses the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources.
 * All staff promotes and models digital etiquette and responsible social interactions related to the use of technology and information.
 * Instructional staff develops and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
 * Administrators identify, communicate, model, and enforce social, legal, and ethical practices to promote responsible use of technology.

__Strategies:__
 * 1) Staff improves knowledge and actions as digital citizens in personal transactions and in local and global interactions.
 * 2) Instructional staff provides lessons on Internet safety and ethical use of digital tools according to curriculum and student needs (i-SAFE, modeled responsibility)
 * 3) Instructional staff utilizes digital tools effectively to meet diverse learner needs
 * 4) Provide professional development and support for staff to increase digital citizenship knowledge/skills and to share this knowledge/skills with other staff and students

__Objectives:__
 * __Goal 5:__ Engage in Professional Growth and Leadership**
 * Instructional staff participate in local and global learning communities to explore creative applications of technology to improve student learning.
 * Instructional staff exhibits leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
 * Instructional staff evaluates and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
 * Instructional staff contributes to the effectiveness, vitality and self-renewal of the teaching profession and of their school and community.
 * Administrators provide for and ensure that faculty and staff take advantage of high-quality professional learning opportunities for improved learning and teaching with technology.
 * Administrators create and participate in learning communities that stimulate, nurture, and support faculty and staff in using technology for improved productivity.
 * Administrators use multiple methods to assess and evaluate appropriate uses of technology resources for learning, communication, and productivity.

__Strategies:__
 * 1) Instructional staff collaborate online and in face-to-face training
 * 2) Teachers and admin expect the use of technology integration in the classroom.
 * 3) Coordinate the visitation of lab classrooms at each grade level.
 * 4) Demonstrate growth in technology knowledge and skills to stay abreast of developing instructional technology and emerging trends.
 * 5) Teacher induction and additional trainings will include use of new technologies, developing instructional technology skills, and technological feedback (forums, blogs)
 * 6) Tech coaches develop on-site trainings.
 * 7) On-demand/Just in Time professional development.
 * 8) New teachers will complete a technology induction block.
 * 9) State/district/school sponsored regional scope professional development opportunities
 * 10) Best practices fair annually
 * 11) All teachers will identify and meet an annual technology integration goal.

21st Century Student Skills
The Thompson School District uses the CDE endorsed definition of technology literacy, "Technology literacy is the ability to responsibly use appropriate technology to communicate; solve problems; and access, manage, integrate, evaluate, design, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st century." The Thompson School District has adopted the International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS•S) and Performance Indicators for Students standards in combination with the American Association of School Librarians (AASL) Standards for the 21st Century Learner. //The following sub-goals and objectives align with our district strategic goal areas of Basic Skills, Critical Thinking & Creativity, Safety & Belonging, and School to Life//

**__Goal 1:__ Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.** __Objectives:__ Students participate in learning experiences to. . . __Strategies:__
 * AASL Standard 2: Learners draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.**
 * Apply existing knowledge to generate new ideas, products, or processes.
 * Create original works as a means of personal or group expression.
 * Use models and simulations to explore complex systems and issues.
 * Identify trends and forecast possibilities.
 * 1) Students apply creativity and innovation using digital tools
 * 2) Students explore concepts and trends using digital models and resources
 * 3) Students engage in technology enrichment opportunities with community and corporate organizations
 * 4) Provide direct and integrated instruction in use of the digital repository, creative and innovative technologies, and access/application using digital models and resources
 * 5) Teachers team with appropriate staff to develop, share, access and evaluate lessons and projects maintained in the digital repository. (applies to all standards)
 * 6) Schools maintain integrated ETIL plans. (applies to all standards)
 * 7) Curriculum, Instruction and Assessment (CIA) materials to include strategic lessons and best practices incorporating technology literacy. (applies to all standards)
 * 8) Implementation of an expanded digital repository. (applies to all standards)
 * 9) Maintain and expand access to digital tools and resources for innovation and creativity.
 * 10) Maintain and expand support of personal electronic devices to increase efficiency and innovation for students and teachers.

__Objectives:__ Students participate in learning experiences to. ..
 * __Goal 2:__ Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.**
 * AASL Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.**
 * AASL Standard 4: Learners pursue personal and aesthetic growth.**
 * Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
 * Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
 * Develop cultural understanding and global awareness by engaging with learners of other cultures.
 * Contribute to project teams to produce original works or solve problems.

__Strategies:__
 * 1) Students engage with learners from multiple cultures through e-mail, online learning communities, distance learning, video conferencing, simulations, and other electronic means
 * 2) Students collaborate using a variety of electronic authoring tools to produce and share original, digital presentations, products, or media resources
 * 3) Students utilize technology resources to meet individual learning needs through differentiated curriculum, instruction, and assessment.
 * 4) Students and teachers utilize data from Infinite Campus, Acuity and other sources to meet instructional needs
 * 5) Provide direct and integrated instruction in digital-age tools and resources for communication and collaboration, for electronic authoring, and for individual learning experiences; and for accessing and evaluating data from Infinite Campus, Acuity and other sources
 * 6) Study teams formed to explore meeting individual student educational needs and increasing learning time using digital tools and resources
 * 7) Explore access to collaboration, communication and electronic authoring technology to meet needs.
 * 8) Maintain and expand Infinite Campus, Acuity, and other data sources/warehouse for data access

__Objectives:__ Students participate in learning experiences to. . . __Strategies:__
 * __Goal 3:__ Research & Information Fluency: Students apply digital tools to gather, evaluate & use information. Students will inquire, think critically and gain knowledge.**
 * AASL Standard 1: Learners inquire, think critically, and gain knowledge.**
 * Develop and refine a range of questions to frame the search for new understanding.
 * Find, evaluate and select appropriate sources to answer questions.
 * Evaluate information found in selected sources on the basis of accuracy, validity, appropriate-ness for needs, importance and social and cultural context.
 * Conclude an inquiry based research process by sharing new understandings and reflecting on the learning.
 * 1) Students conduct research using digital tools and apply fluency to the process for curriculum and self-selected topics
 * 2) Students evaluate the information, create new understandings, reflect, and share the learning with others utilizing digital tools
 * 3) Provide direct and integrated instruction in accessing and evaluating information from collection tools and other digital tools; the use of educational databases and video content resources provided by the district; and in digital tools allowing students to share learning
 * 4) Maintain and expand access to databases, digital video content, digital storage space (local and remote options), bandwidth for web-based options, and digital tools for sharing new understandings

__Objectives:__ Students participate in learning experiences to. ..
 * __Goal 4:__ Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Draw conclusions, make informed decisions, apply knowledge to new situations and create new knowledge.**
 * AASL Standard 2: Learners draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.**
 * Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
 * Develop and refine a hypothesis or a range of questions to frame the search for new understanding.
 * Collaborate with others using digital age tools to exchange ideas, develop new understandings, make decisions and solve problems.
 * Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas, conflicting information and point of view or bias.
 * Continue an inquiry based research process by applying critical thinking skills: analysis, synthesis, evaluation and organization to knowledge in order to construct new under-standings, draw conclusions and create new knowledge.
 * Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.

__Strategies:__
 * 1) Students explore and manage new understandings using digital tools
 * 2) Students plan and implement the use of digital-age tools and resources to increase basic achievement
 * 3) Students create personal learning networks that link to digital tools for collecting, storing, sharing, organizing and using information
 * 4) Provide direct and integrated training in teaching critical thinking and creativity skills; planning and implementing inquiry-based projects; and the use of digital tools and resources for collecting, storing, sharing, organizing and using information
 * 5) Study teams formed to explore extended learning to increase achievement
 * 6) Maintain and expand access to digital tools for collecting, storing, sharing, organizing and using information

__Objectives:__ Students participate in learning experiences to. . . __Strategies:__
 * __Goal 5:__ Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Share knowledge and participate ethically and productively as members of our democratic society.**
 * AASL Standard 3: Learners share knowledge and participate ethically and productively as members of our democratic society.**
 * Respect the differing interests and experiences of others, and seek a variety of viewpoints.
 * Use social networks, personal communica-tion tools and information tools to gather and share information in an ethical and responsible manner.
 * Follow district and legal guidelines in the use of digital tools.
 * Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements.
 * Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
 * Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
 * 1) Students challenge their thinking and increase responsible behavior as digital citizens
 * 2) Students communicate digital citizenship with other students (student mentoring)
 * 3) Students collaborate with others from different cultures and view points
 * 4) Provide direct and integrated instruction to access and use social networks, personal communication and information tools; understand the pitfalls and potential liability issues in using the Internet and digital tools
 * 5) Teachers and staff provide lessons in Internet safety and ethical use of digital tools according to curriculum and student needs
 * 6) Maintain and expand flexible Internet filtering; access to appropriate social networks; personal communication tools and information tools; and personal device access to the Internet

__Objectives:__ Students participate in learning experiences to. ..
 * __Goal 6:__ Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.**
 * AASL Standard 1: Learners inquire, think critically, and gain knowledge.**
 * AASL Standard 2: Learners draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.**
 * AASL Standard 3: Learners share knowledge and participate ethically and productively as members of our democratic society.**
 * Understand and use technology systems.
 * Select and use applications effectively and productively.
 * Troubleshoot systems and applications.
 * Transfer current knowledge to learning of new technologies.

__Strategies:__
 * 1) Students increase time engaged with technology literacy activities
 * 2) Students select digital tools or resources to use for real-world tasks and justify the selection based on efficiency and effectiveness
 * 3) Students independently develop and apply strategies for identifying and solving routine hardware and software problems
 * 4) Thompson learner community explores partnerships with the community to provide access and training
 * 5) Thompson learner community investigates ways to minimize the achievement gap and the digital divide for students
 * 6) Thompson learner community pilots emergent technologies
 * 7) Provide direct and integrated instruction in media and technology literacy skills and troubleshooting within teaching and learning
 * 8) Study teams formed to increase student time engaged in technology literacy activities; to explore educational relevance of technologies; and to access and train to decrease gaps and divisions
 * 9) Maintain and expand student accessibility to computers and critical software
 * 10) Develop funding for software replacement cycle; emergent technologies; and flexible technologies
 * 11) Explore ways to provide more direct teacher instruction through certified library/ instructional tech teaching positions at elementary and secondary levels.

Additional Guiding Questions
//8. How will your district ensure that every student is technologically literate by the time the student finishes eighth grade?// The Thompson School District uses a consortium-created assessment to assess that every student is technologically literate by the time the student finishes eighth grade. We have begun the process of embedding ISTE student standards from our //Student Technology Profiles// (based on the original NETS*S) and the 21st Century Skills developed by the Partnership for 21st Century Skills into the ongoing curriculum development cycle. With our ET-IL 2009-2012 plan utilizing the revised ISTE NETS*S, we will continue the process of embedding the richer expectations within curriculum, instruction and assessment including the use of strategic lessons and best practices. We continue to explore avenues for a more complete and authentic means for measuring student technology literacy. The Thompson School District has revised its accreditation plan to include school integration of the ET-IL plan, which includes 21st Century learning skills and the support of technology literacy. The department of learning services will annually evaluate each school's level of implementation of the district ET-IL plan and create a plan of support for those schools not meeting implementation standards. //9. Identify the assessment tool the district used to determine if students were "technologically literate".// The Thompson School District has utilized the Consortium 36 question assessment for ISTE Standards 3, 5 and 6. The assessment was delivered as an online survey. The data was then analyzed to determine number of students assessed, the number of students proficient, and the number of students not proficient. We continue to explore avenues for a more complete and authentic means for measuring student technology literacy. //10. Describe how relevant research will be utilized when defining implementation strategies.// Research results from McRel's work in __Classroom Instruction That Works__ will be used when defining implementation strategies. Within comprehensive balance literacy instruction, our distirct Response to Intervention documentation utilizes research from Fountas and Pinnell's __Guiding Readers and Writers__ and from Arlington's __What I've Learned About Effective Reading Instruction__. //11. Describe how the district will ensure that technology will be effectively integrated into curriculum.// The Thompson School District has begun the process of embedding ISTE student standards from our //Student Technology Profiles// (based on the original NETS*S) and the 21st Century Skills developed by the Partnership for 21st Century Skills into the ongoing curriculum development cycle. Creativity and Innovation skills, Critical Thinking and Problem Solving Skills, Communication and Collaboration Skills and Media Literacy and Information Literacy skills have already been integrated into the most recent literacy and math adoption cycles. With our ET-IL 2009-2012 plan utilizing the revised ISTE NETS*S, we will continue the process of embedding the richer expectations within curriculum, instruction and assessment including the use of strategic lessons and best practices. The department of curriculum and instruction will continue the formal integration of these skills with the each curriculum review and adoption cycle until every content area has been fully integrated. The department of curriculum and instruction will ensure that ICT Literacy, Initiative & Self-Direction, Social & Cross-Cultural Skills, Leaderhip & Responsibility, Flexibility & Adaptability, and Productivity & Accountability are integrated into the forthcoming curriculum review and adoption cycles. //12. Describe how your ET-IL plan (or other district plans) addresses your teachers, administrators, and other district employees using tools for data-driven decision making.// The Thompson School District has created Teacher Technology Profiles based on the ISTE NETS*T standards for teachers (based on the original version). With our ET-IL 2009-2012 plan utilizing the revised ISTE NETS*T, we will continue the process of embedding the richer expectations: 1) Facilitate and Inspire Student Learning and Creativity; 2) Design and Develop Digital-Age Learning Experiences and Assessments; 3) Model Digital-Age Work and Learning; 4) Promote and Model Digital Citizenship and Responsibility; 5) Engage in Professional Growth and Leadership. //13. How does the district use technology to communicate with or involve parents and community members?// The Thompson School District utilizes several digital tools to communicate with and involve parents and community members. We utilize Infinite Campus with a parent/student portal access and email/voice communication for grade, assignment and attendance information at the secondary level. Plans are in process to begin implementation at the elementary level. Also our District website, www.thompsonschools.org, provides parent and community information, access to Channel 14 programming including KidTV, and on-line discussion forums. // 14. What district strategies are in place to maintain and procure technology? What goals will be established to maintain and procure technology? //

The Equipment Replacement Cycle

 * For the 2006-2007 school year, we will maintain a minimum of a 5:1 student to computer ratio and a 1:1 licensed staff to computer ratio.
 * Using the previous year October student count and current licensed staff count, the District will determine the number of computers needed in each school to maintain the ratios. The funding for the replacement cycle is based on the number of certified staff and students only.
 * Each year, 1/6 of the number of computer systems needed to maintain the ratios will be replaced at every school in the district. IS/TS will maintain an accurate computer inventory at each school.
 * Special Education students are counted as part of the building’s student count. Special Education and Early Childhood staff member allocations will be distributed by their respective departments.
 * Antivirus protection, Microsoft Office Professional, First Class, and network software licensing costs have been deducted prior to budget allocation and this software will be preinstalled on every computer.


 * Tech Coach (licensed teacher, formerly known as Tech Staff Development Facilitator)
 * Administrator
 * Media Specialist (secondary) or Media Assistant/Technology Facilitator (elementary)
 * One or more other certified staff members
 * School Technologist (technical advisory capacity only)

Leftover funds

 * If 5:1 and 1:1 ratios are met AND the number of allocated machines has been purchased, leftover funds may be accessed. The Tech Steering Committee will review all leftover usage requests.
 * Each school’s replacement plan will dictate how leftover money will be spent each school year.
 * Computer upgrades, peripherals, and protective equipment are the only items that may be purchased using leftover funds.
 * Under special circumstances approved by the Tech Steering Committee, computer allocations may be traded between schools or allowed limited carryover to the following school year for purposes described in the school tech plan in order to complete a major project.

Process for handling replaced computers

 * Schools may decide to keep replaced computers. Facilities and IS/TS will provide an estimate of the cost if the school wishes to retain any computers that are replaced. Schools will be responsible for any associated costs.
 * Replaced computers can remain on the network. Schools will be responsible for the cost and performance results of additional network equipment.
 * Replaced computers will not be repaired. Replaced machines will be tagged: “Replaced. Will not be repaired.”

Process for purchasing computer hardware and software

 * Equipment and software added to a building will impact other infrastructure (such as bandwidth, electrical, or HVAC) and requires prior approval before purchase.
 * School Technologist or Tech Coach must be contacted for recommendations on peripherals such as printers, scanners, and cameras prior to purchase.
 * All purchases must match the site’s technology plan. Due to the rapidly changing nature of technology, model numbers may change or products may require substitution.
 * Purchases made without prior consultation with Technologists or Tech Coaches will not be installed or supported.
 * Prior to making software purchases the building’s technologist, curriculum liaison/representative and technology coach must be consulted with to ensure that software is compatible and educationally applicable.

//15. Identify any additional strategies based on local needs that are not addressed in the questions above.//