ILTplan

Denver Public Schools Information Literacy and Technology Plan

 

Denver Public Schools

Information Literacy and Technology Plan

Mission Statement

In order to prepare students to succeed in a global, high-tech, information rich society, the mission of the DPS Information Literacy and Technology Plan is to ensure that all students and staff are effective users of tools, ideas and information to meet the goals and content standards of the Denver Public Schools. All instructional efforts to meet or exceed the DPS Information Literacy and Technology Proficiencies will be completed in partnership by classroom teachers, media specialists, technology teachers and building leaders.

 

Introduction

The marriage of educational technology and information literacy is an obvious pairing. Technology provides the stuff or the tools that allows students and instructors a greater range of possibilities and enhancements.  Information literacy is not necessarily dependent on technology but the digital era in which we live has made this skill increasingly important.  Information literacy is the skill, or the means, by which the student and the educator identifies what they need to know, determines the appropriate tools or resources to use in accessing the information, and then makes another learned decision on the best tools or resources for synthesizing and communicating the information.

The pairing of Information and Technology Literacy in systemic ways has the potential to transform the teaching and learning processes in K-12 education.  This union not only affords students greater opportunities and motivations for independent, lifelong learning but it also enhances the school-based learning processes so that both students and educators are able to access, use, produce and communicate information in ways previously impossible.

The leadership of the Denver Public Schools (DPS) recognizes the importance of technology and information literacy for all of its students and is determined, as defined in this plan and the ongoing work related to the plan’s implementation, to prepare its students to be dynamic 21st century citizens.

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Information Literacy and Technology (ILT) Planning in DPS

Given the size (in terms of geographic area, and the number of schools, students, staff and departments) and the complexities inherent to a large urban school district, the Denver Public Schools is uniquely challenged in comparison to most other Colorado districts in its efforts to bring about systemic change.  And the effective district-wide implementation of an ILT Plan requires such a change.  Understanding these inherent challenges, DPS is employing the following six guiding strategies to better ensure the success of a district-wide ILT Plan:

  1.  
    1. Integration of the DPS ILT Plan into the district’s other major instructional reform initiatives currently being implemented.
    2. The full support and understanding of the Superintendent and the Educational leadership of DPS (the Chief Academic Officer, the Assistant Superintendent for Research, Planning and Special Projects, the four Area Superintendents and their Assistant Area Superintendents and the Executive Director of Curriculum). 
    3. The cross-departmental collaboration and ownership of the ILT plan at the district level to create an “umbrella” support structure for schools.
    4. Moving the definition and addressing of each school’s ILT needs to a site based ILT plan for each building that is revised on a yearly basis and linked to the schoo’s Mill Levy Technology and Library funding.
    5. The creation of a DPS Information Literacy and Technology Proficiencies matrix defining, by grade level for elementary schools and by grade level and subject area for middle and high schools, the demonstrable skill sets that every student should possess.
    6. The building of best practice methodologies for school-based collaborations around the instructional integration of ILT proficiencies and focusing district-wide staff development offerings on these needs. 

Here, in greater detail, is how each of these six guiding strategies are being addressed:

1.  Integration of the DPS ILT Plan into the district’s other major instructional reform initiatives currently being implemented.

DPS is currently in the beginning phases of implementing a new district-wide literacy initiative.  Many resources, both at the district and building level, have been marshaled and focused in support of this complex program and the program’s success is dependent on schools maintaining their focus on embedding the program into all facets of instruction.  To add another large unconnected set of student expectations for ILT in DPS would, at this time, be an ineffective initiative.  However, there exist many opportunities for integrating ILT into the new DPS literacy program and other curriculum initiatives.  Information literacy and technology should be inherent components of any literacy program as ILT, at its core, is all about reading and writing/communicating.  Fortunately, much of the DPS literacy curriculum is still being written and refined so ample opportunities exist for integrating specific ILT components into the curriculum.  Leadership in the district’s Curriculum and Literacy teams are working collaboratively with others involved in the ILT planning process to ensure that such integrative opportunities for Literacy and ILT take place.

Likewise, DPS is supporting the implementation of two math curricula; Everyday Math and Connected Math.  ILT integrations with these programs are also being devised and supported as effective math learning is dependent on students’ using graphing calculators and quality instructional software.

2.  The full support and understanding of the Superintendent and the Educational leadership of DPS (the Chief Academic Officer, the Assistant Superintendent for Research, Planning and Special Projects, the four Area Superintendents and their Assistant Area Superintendents, and the Executive Director of Curriculum).

In order to receive the support in schools necessary for an effective implementation, the DPS ILT plan must have top-level district support and it must be understood as an integral part of each school’s instructional plan.  Efforts will be ongoing to ensure such understanding and support.

3.  The cross-departmental cooperation and ownership of the ILT plan at the district level to create an “umbrella” support structure for schools.

In new and effective ways, the ILT planning process in DPS has brought together departments that have not had great collaborative successes in the recent past. Understanding the necessity of such collaborations for the good of DPS students, the leadership and staff from the departments of Technology, Curriculum and Educational Resources (libraries) have met regularly to write the ILT plan and its component parts.  This new district “umbrella” group for ILT will continue to work together as a Central ILT Team to offer ILT professional development training for teachers, to deploy NCLB Title IID funding in support of site-based ILT implementations and to ensure the meaningful integration of ILT into district curricula.

4.  Moving the identification and addressing of each school’s ILT needs to a site based ILT plan for each building that is revised on a yearly basis and linked to the school’s Mill Levy Technology and Library funding.

For the size and complexity issues ascribed here previously to DPS, a district-wide ILT plan, solely owned at the district level, would be destined for failure.  District plans in DPS with no school-based ownership are often, and justifiably so, not recognized by schools as pertinent to the individual needs of their staff, students and community.  Likewise experience has shown that asking schools to author a separate ILT plan not connected to their main School Improvement Plans (SIP) is also not an effective long-range strategy. Therefore the district’s SIP process is being revised to include a yearly portion specific to the school’s individual needs and implementation efforts of the DPS ILT plan, with specific emphasis on assisting students to achieve the DPS Information Literacy and Technology Proficiencies. Each school’s plan will identify the ILT training needs of their teachers and specify how the school’s Mill Levy Technology funds (allocated yearly at approximately $40 per student) and Library funds (allocated yearly at approximately $6 per students) will be used in support of the school’s ILT portion of their School Improvement Plan.  The schools� plans will be evaluated yearly by the DPS Central ILT team and centralized supported training and support resources will be provided to schools based on the needs specified in the schools’ plans.

5.  The creation of a DPS Information Literacy and Technology Proficiencies matrix  defining, by grade level for elementary schools and by grade level and subject area for middle and high schools, the demonstrable skill sets that every student should possess.

The DPS Information Literacy and Technology Proficiencies matrix is the heart of the district’s ILT plan and it is expected that this document will have the greatest long-term effect on how ILT is addressed in DPS schools.  Based on the ISTE�s (International Society for Technology in Education) NETS (National Educational Technology Standards) and AASL’s (American Association of School Libraries) Information Power Standards< and inspired by similar matrices created by other school districts nationally.  But going further to establish the classroom uses of ILT on a more pragmatic level, the DPS ILT Proficiencies are written to clarify what ILT skills a student should possess by grade level and, for secondary schools, by subject areas also.  Benchmark student projects, many with specific connections to the new DPS Literacy and Math programs, are listed for each grade level.  DPS has intentionally never had a formal technology curriculum.  Rather the emphasis has been placed on integrating technology into all curricular areas.  However this lack of specificity has all too often lead to the exclusion of technology learning from a student's experience in many DPS classrooms.  The clearly defined expectations in the DPS ILT Proficiencies matrix will better allow teachers to augment their instruction to incorporate ILT into their classrooms and to more accurately determine their individual professional development needs.

6.  The building of best practice methodologies for school-based collaborations around the instructional integration of ILT proficiencies and focusing district-wide staff development offerings on these needs.

In order for educators to effectively work with their students on meeting their grade and subject area ILT Proficiencies, it is imperative that educators work collaboratively with their colleagues.  Teachers, Librarians, Technologists and Literacy Coaches will all need to collaborate so that their individual areas of expertise are co-joined to benefit all students within their schools.  Finding time for such collaborations is a difficult task that will require the flexibility, creativity and support of the schools’ administrators to build schedules that allow for collaborative opportunities.  Likewise the educators will need to dedicate themselves to finding such opportunities wherever and whenever they can.

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Needs Assessment

Several different needs assessments will be used to address both district and school ILT needs.

District Needs Assessment Tools

  • Student Intention Survey. Beginning in the 2003-4 school year, new questions will be included related to students’ access to, instruction in and use of ILT tools and resources.  This survey is given yearly to graduating seniors.  The results will be used to give a district-wide perspective on the areas of greatest success and need for ILT integration in schools and to focus teacher professional development accordingly.
  • School Satisfaction Survey. Beginning in the 2003-4 school year, new questions will be included related to students’, parents’ and teachers’ satisfaction with their (or their students’) access to, instruction in and use of ILT tools and resources.  These district-authored surveys are administered yearly by schools and the data is collected centrally and reported locally for each school site.  Schools will be asked to use the survey results for their school to focus the ILT portion of their School Improvement Plans.
  • School Librarian ILT Survey. Begun in January 2003, this district-wide survey is administered to all school librarians re: ILT use, access and proficiencies in their individual schools.  The results will continue to be collected centrally and used to focus district-supported teacher professional development on the areas of greatest need.
  • School Technology Representative (STR) ILT Survey. Beginning in the 2003-2004 school year, a formalized district survey will be given to all STRs to address ILT use, access and proficiencies in their individual schools.  The survey results will be collected centrally and used to focus district-supported teacher professional development on the areas of greatest need.
  • DCTA Collective Bargaining Survey. Beginning in the 2003-4 school year, new questions will be included related to teachers access to ILT tools and resources, the adequacy of their ILT training and the effectiveness of their skills in incorporating and addressing student ILT proficiencies in their classrooms.  This information will be collected centrally and used to focus district-supported teacher professional development on the areas of greatest need.

School Based Needs Assessment

  • Preliminary Needs Assessment�ILT Proficiencies. DPS has revised CDE’s “Preliminary Needs Assessment of District Educational Technology and Information Literacy Programs” document from a district level assessment tool to a school-based tool.  By moving the administration of this needs assessment to the school level and incorporating it into the schools� School Improvement Planning (SIP) processes, schools will gather specific information about the strengths and weaknesses of their ILT integrations and author and implement the ILT portion of their SIP’s accordingly.  See attached: DPS Preliminary Needs Assessment–ILT Proficiencies.

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Goals

Vision

Information Literacy and Technology tools are vital components of the DPS standards based instructional program and are to be effectively and regularly used by students and staff to meet the core learning and instructional goals of the district.

District Level Goals

  1. The DPS ILT Plan will be an adopted and implemented portion of the total DPS curriculum at the district level and will receive the support of DPS central office leadership necessary for the ongoing success of the plan.
  2. The implementation, oversight and school support responsibilities of the DPS ILT Plan at the district level will be conducted via shared ownership between three primary departments: Technology Services (DoTS), Educational Resource Services (ERS/Libraries) and Curriculum and Instruction.
  3. District level funding from NCLB Title IID will be deployed centrally and to schools in support of the DPS ILT Plan to ensure ongoing connections between the DPS ILT Plan and available funding resources.
  4. The results from district-level surveys (Student Intention Survey, School Librarian ILT Survey, STR ILT Survey, DCTA Bargaining Survey) will be analyzed yearly and used to focus district-wide professional development offerings.
  5. District leadership will work to ensure that an equitable infrastructure of ILT resources and tools are in place in all DPS schools.
  6. District leadership will work to include instructional software and online subscription services as part of the district’s textbook adoption process for all subject areas to provide schools with greater opportunities for the curricular integration of information literacy and technology.
  7. The Central ILT Team will work to develop best practices lesson plans on the integration of ILT resources and tools with existing DPS curriculum standards and focus professional development efforts around these lesson plans.
  8. District leadership will work to ensure that school-based administrative processes are in place to guarantee adequate opportunities for educator collaborations within all schools.
  9. District leadership will provide all schools with electronic access to pertinent student data and provide the training required for teachers to use this data to inform their instruction for students so that the individual needs of students are understood and addressed.

School Level Goals

  1. Schools will become shareholders in the site-based adoption and implementation of the DPS ILT Plan via building level leadership that embraces the importance of ILT Proficiencies for both students and staff.
  2. Schools will work to devise new planning and instructional methods that allow for greater collaborative opportunities between teachers, librarians, literacy coaches and technologists to ensure that ILT resources are integrated into every classroom’s curricula.
  3. Schools will author ILT portions of their yearly School Improvement Plans in ways that address the particular needs of their students and staff.  Their plans will clearly lay out strategies for increased ILT integrations in classrooms to enhance instruction and student learning.
  4. Schools will focus the use of their yearly Mill Levy Technology and Library funds on the needs defined from the school’s yearly DPS Preliminary Needs Assessment–ILT Proficiencies and School Satisfaction Survey results to ensure that each school’s ILT funding resources are addressed to areas of greatest need. 
  5. School leadership will require every teacher to include a specific ILT goal (with an emphasis on collaboration and specific technology skills) in his/her yearly goals so that the ILT professional development needs of all teachers are addressed as part of each teacher’s professional evaluation. 
  6. School leadership will ensure that all educators have the access and training to employ data-driven instructional methods in support of student learning so that the individual needs of students are understood and addressed.

Staff Goals

  1. Educators will use the library and instructional technology resources available within their buildings to enhance their instructional efforts in meeting the DPS curriculum standards.
  2. Educators will provide students with ample opportunities to use their school’s library and instructional technology resources so that students are active, engaged learners with access to the tools necessary for researching, compiling, synthesizing and producing work that meets DPS curriculum standards.
  3. Educators will work collaboratively with their colleagues to ensure their schools’ ILT resources are used effectively and equitably with students in order to meet each student’s grade level and subject area DPS ILT Proficiencies.
  4. Educators will understand and own the responsibilities for addressing with their students the ILT Proficiencies of their particular grade levels and subject areas to ensure that all students can exhibit the benchmark proficiencies (as defined in the DPS ILT Proficiencies matrix).
  5. Educators will access and use electronic student data to inform their individualized instruction with their students to better meet their students’ educational needs.

Student Goals

The specific grade level and subject area instructional goals and outcomes for students are defined in the DPS ILT Proficiencies matrix. See attached.  This Proficiencies matrix addresses the following goals for students in DPS.

  1. The use of ILT resources and tools will increase students’ motivation to actively engage in the learning processes necessary to enhance their own education.
  2. Students will have ample access to the ILT resources and tools within their schools and will receive the instruction necessary to make the best use of these resources to organize, analyze, synthesize and communicate their learning.
  3. Students will use the ILT resources and tools within their schools to assist the students in meeting or exceeding DPS curriculum standards.
  4. Students will use the ILT resources and tools within their schools as integrated portions of each content area.
  5. Students will acquire 21st century job-related skills and will use their schools ILT resources and tools to become thoughtful and productive citizens of the Digital Age.

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Implementation of the Plan

Denver Public Schools understands the concerted efforts required of both central and school staff for the effective implementation of this plan.  The goals, strategies, objectives and timelines defined below are ambitious but reachable.  Yearly evaluations will be undertaken by the Central ILT Team to determine the status of the implementation plan and these findings will be used to revise the plan as necessary to keep it in line with current realities.

To assist and advise the ongoing work of the Central ILT Team, a district-wide ILT committee will be formed during the 2003-2004 school year to provide ongoing building level input and strategic directional support for the implementation of the DPS ILT Plan.  The ILT Committee will be comprised of school-level staff: administrators, teachers, librarians, technologists and literacy coaches and district-level staff from the departments represented on the Central ILT Team (Technology Services, Educational Resource Services/Libraries and Curriculum).

District Level Goals

Goal One

Strategies/Objectives

The DPS ILT Plan will be an adopted and implemented portion of the total DPS curriculum at the district level and will receive the support of DPS central office leadership necessary for the ongoing success of the plan.

By June 2003 the DPS Superintendent, Chief Academic Officer and members of the Educational Cabinet will have reviewed and approved the DPS ILT Plan.

Goal Two

Strategies/Objectives

The implementation, oversight and school support responsibilities of the DPS ILT Plan at the district level will be conducted via shared ownership between three primary departments: Technology Services (DoTS), Educational Resource Services (ERS/Libraries) and Curriculum and Instruction.

By June 2003 the Central ILT Team will have completed the writing and approval processes for the DPS ILT Plan and will formulate their roles for the ongoing implementation and support of the plan with schools.

Goal Three

Strategies/Objectives

District level funding from NCLB Title IID will be deployed centrally and to schools in support of the DPS ILT Plan to ensure ongoing connections between the DPS ILT Plan and available funding resources.

By June 2003 the Central ILT Team will have determined the district-wide areas of greatest need towards which the NCLB Title IID funds will be directed.

Goal Four

Strategies/Objectives

The results from district-level surveys (Student Intention Survey, School Librarian ILT Survey, STR ILT Survey, DCTA Bargaining Survey) will be analyzed yearly and used to focus district-wide professional development offerings.

By June 2004 the Central ILT Team will use these survey results to strategize district-wide professional development offerings in support of schools’ ILT needs and will commence trainings in September of 2004.

Goal Five

Strategies/Objectives

District leadership will work to ensure that an equitable infrastructure of ILT resources and tools are in place in all DPS schools.

Beginning in March 2003 DPS staff began formulating components of a Bond initiative to go to the Denver voters in November 2003.  A portion of this Bond will provide additional funding to ensure district-wide technology infrastructure equity for all schools, addressing the funding disparities brought about by E-Rate.

Goal Six

Strategies/Objectives

District leadership will work to include instructional software and online subscription database services as part of the district’s textbook adoption process for all subject areas to provide schools with greater opportunities for the curricular integration of information literacy and technology.  

Beginning in the 2003-2004 school year, the district’s textbook adoption process will be expanded to include the review and adoption of district-supported instructional software.

Goal Seven

Strategies/Objectives

The Central ILT Team will work to develop best practices lesson plans on the integration of ILT resources and tools with existing DPS curriculum standards and focus professional development efforts around these lesson plans.

Beginning in the 2003-2004 school year, the district’s Central ILT Team will begin writing best practices lesson plans around the grade level and subject area Benchmark Projects found in the DPS ILT Proficiencies and will begin publishing and using these lesson plans in professional development training offerings for teachers.

Goal Eight

Strategies/Objectives

District leadership will work to ensure that school-based administrative processes are in place to guarantee adequate opportunities for educator collaborations within all schools.

Beginning in the 2003-2004 school year, the Central ILT Team will work with district and school leaders to determine best-practice methodologies for providing and encouraging collaborative opportunities for educators.  These findings will be published and used in site-based staff development offerings, beginning in 2005.

Goal Nine

Strategies/Objectives

District leadership will provide all schools with electronic access to pertinent student data and provide the training required for teachers to use this data to inform their instruction for students so that the individual needs of students are understood and addressed.

Beginning in the 2003-2004 school year, the district will expand school access to an Enterprise Data Warehouse containing amalgamated district data.  Beginning in 2005, this data will be widely available to district educators for use in informing their instruction with their students.

School Level Goals

Goal One

Strategies/Objectives

Schools will become shareholders in the site-based adoption and implementation of the DPS ILT Plan via building level leadership that embraces the importance of ILT Proficiencies for both students and staff.

By June 2004 all school leaders will be trained on the new DPS ILT Proficiencies and the effective methods for ensuring the inclusion of these student proficiencies in their building-level instructional programs.

Goal Two

Strategies/Objectives

Schools will work to devise new planning and instructional methods that allow for greater collaborative opportunities between teachers, librarians, literacy coaches and technologists to ensure that ILT resources are integrated into every classroom’s curricula.

By June 2005 schools will have implemented methods that allow for ongoing and frequent collaborative opportunities between teachers, librarians and technologists.

Goal Three

Strategies/Objectives

Schools will author ILT portions of their yearly School Improvement Plans (SIP) in ways that address the particular needs of their students and staff.  Their plans will clearly lay out strategies for increased ILT integrations in classrooms to enhance instruction and student learning.

By May 2004 every DPS school will have written an ILT portion of their SIP.  These plans will then be revised on a yearly basis as part of the ongoing SIP process.

Goal Four

Strategies/Objectives

Schools will focus the use of their yearly Mill Levy Technology and Library funds on the needs defined from the school’s yearly DPS Preliminary Needs Assessment–ILT Proficiencies and School Satisfaction Survey results to ensure that each school’s ILT funding resource are addressed to areas of greatest need.

By May 2004 every DPS school will have gathered the results from these surveys and used the information therein to direct the funding portions of their ILT plans to school-level areas of greatest need.

Goal Five

Strategies/Objectives

School leadership will expect every teacher to include a specific ILT goal (with an emphasis on collaboration and specific technology skills) in his/her yearly goals used for evaluation so that the ILT professional development needs of all teachers are addressed.

By 2006 every DPS teacher will have written an ILT professional goal to be used as part of each teacher’s professional evaluation.

Goal Six

Strategies/Objectives

School leadership will ensure that all educators have the access and training to employ data-driven instructional methods in support of student learning so that the individual needs of students are understood and addressed.  

Beginning in the 2003-2004 school year, the district will expand school access to an Enterprise Data Warehouse containing amalgamated district data.  Beginning in 2005, this data will be widely available to district educators for use in informing their instruction with their students.

Staff Goals

Goal One

Strategies/Objectives

Educators will use the library and instructional technology resources available within their buildings to enhance their instructional efforts in meeting the DPS curriculum standards.

By 2006 all educators will have been trained on the processes necessary for effective ILT integration in their instruction, the student ILT Proficiencies for the educator’s grade levels and subject areas taught and the requisite skills needed by each educator in order to ensure all students receive adequate instruction towards meeting their ILT Proficiencies.

Goal Two

Strategies/Objectives

Educators will provide students with ample opportunities to use their school’s library and instructional technology resources so that students are active, engaged learners with access to the tools necessary for researching, compiling, synthesizing and producing work that meets DPS curriculum standards.

By 2006 all educators will have been trained on the collaborative processes necessary for effective ILT integration and will work within their schools to ensure all students have ample access to ILT resources and tools.

Goal Three

Strategies/Objectives

Educators will work collaboratively with their colleagues to ensure their schools’ ILT resources are used most effectively and equitably with students in order to meet each student’s grade level and subject area DPS ILT Proficiencies.

By 2006 all educators will have been trained on the collaborative processes necessary for ILT integration and will have the professional skills necessary to ensure effective and equitable ILT instruction for all students focused on DPS ILT Proficiencies.

Goal Four

Strategies/Objectives

Educators will understand and own the responsibilities for addressing with their students the ILT Proficiencies of their particular grade levels and subject areas to ensure that all students can exhibit the benchmark proficiencies (as defined in the DPS ILT Proficiencies matrix).

By 2006 all educators will have their students producing the Benchmark Projects specified by grade level and subject area in the DPS ILT Proficiencies.

Goal Five

Strategies/Objectives

Educators will access and use electronic student data to inform their individualized instruction with their students to better meet their students’ educational needs.

Beginning in the 2003-2004 school year, the district will expand school access to an Enterprise Data Warehouse containing amalgamated district data.  Beginning in 2005, this data will be widely available to district educators for use in informing their instruction with their students.

Student Goals

Goal One

Strategies/Objectives

The use of ILT resources and tools will increase students’ motivation to actively engage in the learning processes necessary to enhance their own education.

By 2006 all DPS students will produce the Benchmark Projects for their individual grade levels and subject areas as defined in the DPS ILT Proficiencies matrix.

Goal Two

Strategies/Objectives

Students will have ample access to the ILT resources and tools within their schools and will receive the instruction necessary to make the best use of these resources to organize, analyze, synthesize and communicate their learning.

By 2006 all DPS students will produce the Benchmark Projects for their individual grade levels and subject areas as defined in the DPS ILT Proficiencies matrix.

Goal Three

Strategies/Objectives

Students will use the ILT resources and tools within their schools to assist the students in meeting or exceeding DPS curriculum standards.

By 2006 all DPS students will produce the Benchmark Projects for their individual grade levels and subject areas as defined in the DPS ILT Proficiencies matrix.

Goal Four

Strategies/Objectives

Students will use the ILT resources and tools within their schools as integrated portions of each content area.

By 2006 all DPS students will produce the Benchmark Projects for their individual grade levels and subject areas as defined in the DPS ILT Proficiencies matrix.

Goal Five

Strategies/Objectives

Students will acquire 21st century job-related skills and will use their schools ILT resources and tools to become thoughtful and productive citizens of the Digital Age.

By 2006 all DPS students will produce the Benchmark Projects for their individual grade levels and subject areas as defined in the DPS ILT Proficiencies matrix.

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Evaluation of Outcomes

In order to adequately evaluate the effectiveness of the DPS ILT Plan at both the district and school levels, an evaluation planning process will be developed that includes:

  • Formal surveys and anecdotal feedback re: the implementation of the DPS ILT Plan from ILT Plan stakeholders and participants at both the district and school levels.
  • Peer evaluations (using defined evaluation instrument) of the ILT portions of schools’ School Improvement Plans.
  • Examination of data (i.e., Technology and Library Hotline support requests from schools, student achievement results).
  • School visits by members of the Central ILT Team.
  • Participant evaluations of all formal ILT plan professional development offerings.
  • Schools will establish teacher peer review committees to evaluate the success of students in meeting their ILT proficiencies.

Likewise the DPS ILT Plan will be reviewed annually by the DPS ILT Committee to determine the plan�s implementation status in achieving the stated goals and objectives and the plan will be revised as necessary.  A yearly status report on the implementation of the plan will be given by the Central ILT Team to the Superintendent’s Educational Cabinet.

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Additional Resources

1.  DPS Preliminary Needs Assessment–Information Literacy and Technology Proficiencies (Additional Resources, Part I)

2.  DPS Information Literacy and Technology Proficiencies (Additional Resources, Part I)

3.  DPS Board Policies Related to Information Literacy and Technology (Additional Resources, Part II)

4.  DPS Technology and Library Information, Procedures and Forms (Additional Resources, Part II)

  • Temporary Hand Receipt (for equipment loans)
  • Internet Searching Alternatives/Web Site Challenge Procedures
  • Equipment Donation Procedures
  • Library Collection Mapping Instructions
  • Library Allocation Form
  • Library Mill Levy Implementation Form

5.  Mill Levy Guidelines and Procedures (Additional Resources, Part II)

  • Resource Allocation Methodology for 2003-2004 Mill Levy funding for libraries and technology

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