Preliminary Needs Assessment—
Information Literacy and Technology Proficiencies

Background:

Schools were required to create library assessments and technology plans following the successful passage of a $17 million Mill Levy in November of 1998.  Annually, $1.5 million of this Mill Levy supports libraries and $3 million supports technology use in schools.  Since that time there have been substantial revisions to the accountability planning process used by schools to create School Improvement Plans.  The intention of this new planning effort is to facilitate the incorporation of information literacy and technology proficiencies in the School Improvement Planning process.

Overview:

This Preliminary Needs Assessment tool is provided to assist in the development of an information literacy and technolody proficiencies plan.  By completing the attached form, your school will generate general current status on the use information literacy and technology proficiencies instruction.  Once an overall starting point is defined using the attached assesment, use the identified areas of strength and areas of concern to target specific resources, budgets, allocations, and time frames to integrate information literacy and technology proficiencies into your School Improvment Plan.

Instructions:

There are two sections to the Preliminary Needs Assessment tool.  Part 1 evaluates the instructional concerns surrounding information literacy and technology proficiencies.  Part 2 evaluates resources dedicated to information literacy and technology proficiencies.  Each part uses a numbered scale.  Choose the numeric value that most closely matches your current status for each specific area.  Average the values for the specific areas in each section.  Record the section averages at the end of each part.  Numbers for each specific area indicate a level of concern or strength.  The lower the number, the greater the concern.  The higher the number, the greater the area of strength.  Each section also includes an optional narrative component.  Use the narrative component to record any relevant information that outlines existing circumstances that need to be addressed or long range plans that are already being implemented.


 

School:                                                                                                       

Part 1—Use and Incorporation of Information Literacy and Technology Proficiencies

Use the categories and ratings that follow to derive a rough assessment of how your school uses and applies its information literacy and technology proficiencies. Ratings correspond to the described conditions below the 1-, 3-, or 5-point values.


Av'g Rating
for Teaching:
                    

Teaching and Learning

In what ways does your school support incorporation of information literacy and technology proficiencies in teaching and learning?

Ratings

        1           ---        2          ---         3           ---        4           ---        5

Alignment with content standards

  Teachers, educational technology staff, and library staff are not aware of the district information literacies and technology proficiencies in content-area curricula.

  Teachers, educational technology staff, and library staff are moderately aware of the district information literacies and technology proficiencies in content-area curricula.

  Teachers, educational technology staff, and library staff are extensively aware of the district information literacies and technology proficiencies in content-area curricula.

 

        1           ---        2          ---         3           ---        4           ---        5

Contextual use

  Use of educational technology and information tools/skills is minimally incorporated into standards-based content-area instruction.

  Use of educational technology and information tools/skills is moderately incorporated into standards-based content-area instruction.

  Use of educational technology and information tools/skills is extensively incorporated into standards-based content-area instruction.

 

        1           ---        2          ---         3           ---        4           ---        5

Student Data informing instruction

  Use of student assessment data is minimally used in making instructional decisions.

  Use of student assessment data is moderately used in making instructional decisions.

  Use of student assessment data is extensively used in making instructional decisions.

 

        1           ---        2          ---         3           ---        4           ---        5

Teacher - librarian collaboration

  Teachers rarely collaborate with library staff in developing curricula.

  Teachers occasionally collaborate with library staff in developing curricula.

  Teachers frequently collaborate with library staff in developing curricula.

 

        1           ---        2          ---         3           ---        4           ---        5

Teacher - technology staff collaboration

  Teachers rarely collaborate with technology staff in developing curricula.

  Teachers occasionally collaborate with technology staff in developing curricula.

  Teachers frequently collaborate with technology staff in developing curricula.

Additional Narrative (optional):

To find the average for this page, add the total for the ratings recorded above and divide by 5 (the number of sections on this page).


Av'g Rating
for Literacy:
                    

Literacy Skills Acquisition

How does your school help students develop skills in the use of technology and information tools?

 

Ratings

        1           ---        2          ---         3           ---        4           ---        5

Tech literacy integration

  Technology proficiency instruction is minimally linked to content-area curricula.

  Technology proficiency instruction is moderately linked to content-area curricula.

  Technology proficiency instruction is extensively linked to content-area curricula.

 

        1           ---        2          ---         3           ---        4           ---        5

Technology standards

  Technology proficiency instruction is minimally linked to district standards.

  Technology proficiency instruction is moderately linked to district standards.

  Technology proficiency instruction is extensively linked to district standards.

 

        1           ---        2          ---         3           ---        4           ---        5

Info literacy integration

  Information literacy instruction is minimally linked to content-area curricula.

  Information literacy instruction is moderately linked to content-area curricula.

  Information literacy instruction is extensively linked to content-area curricula.

 

        1           ---        2          ---         3           ---        4           ---        5

Info literacy standards

  Information literacy skills instruction is minimally linked to district standards.

  Information literacy skills instruction is moderately linked to district standards.

  Information literacy skills instruction is extensively linked to district standards.

 

        1           ---        2          ---         3           ---        4           ---        5

Tech literacy instruction

  Technology staff largely determine their own strategies for teaching technology proficiencies.

  Technology staff work some with other teachers to develop strategies for teaching technology proficiencies.

  Technology staff work extensively with other teachers to develop strategies for teaching technology proficiencies.

 

        1           ---        2          ---         3           ---        4           ---        5

Info literacy instruction

  Library staff largely determine their own strategies for teaching information literacy skills.

  Library staff work somewhat with other teachers to develop strategies for teaching information literacy skills.

  Library staff work extensively with other teachers to develop strategies for teaching information literacy skills.

Additional Narrative (optional):

To find the average for this page, add the total for the ratings recorded above and divide by 6 (the number of sections on this page).



Av'g Rating
for System:
                    

Systemic Development of Educational Technology and Information Literacy

How does your school support and encourage efforts to develop effective programs for incorporating information literacy and technology proficiencies?

 

Ratings

        1           ---        2          ---         3           ---        4           ---        5

Staff development resources and time

  Our school provides minimal resources and time for staff development on integrating information literacy and technology proficiencies into curricula.

  Our school provides some resources and time for staff development on integrating information literacy and technology proficiencies into curricula.

  Our school provides abundant resources and time for staff development on integrating information literacy and technology proficiencies into curricula.

 

        1           ---        2          ---         3           ---        4           ---        5

Staff development strategies

  Staff development in information literacy and technology proficiencies uses few effective practices (e.g., contextual learning, sequential and continuous learning, and shared planning time).

  Staff development in information literacy and technology proficiencies uses some effective practices (e.g., contextual learning, sequential and continuous learning, and shared planning time).

  Staff development in information literacy and technology proficiencies uses many effective practices (e.g., contextual learning, sequential and continuous learning, and shared planning time).

 

        1           ---        2          ---         3           ---        4           ---        5

Administrative follow-up

  Our school provides minimal follow-up to support integration of information literacy and technology proficiencies into curricula.

  Our school provides moderate follow-up to support integration of information literacy and technology proficiencies into curricula.

  Our school provides substantial follow-up to support integration of information literacy and technology proficiencies into curricula.

 

        1           ---        2          ---         3           ---        4           ---        5

School improvement planning

  Technology and library staff are minimally involved in school improvement planning.

  Technology and library staff are somewhat involved in school improvement planning.

  Technology and library staff are extensively involved in school improvement planning.

 

        1           ---        2          ---         3           ---        4           ---        5

Evaluation plan

  Minimal evaluation occurs in our school on the impact of information literacy and technology proficiencies on learning.

  Some staff conduct evaluations to determine the impact of information literacy and technology proficiencies on learning.

  Our school systematically evaluates the impact of information literacy and technology proficiencies on learning.

Additional Narrative (optional):

 

Part 1 Average Rating:
                    
Complete all three sections of Part 1 above before filling in this area.

Average for Teaching & Learning

Average for Systemic Development

Average for Literacy Skills Acquisition

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  =                    

  =                    

To find the average for this page, add the total for the ratings recorded above and divide by 5 (the number of sections on this page).

 


Part 2—Information literacy and technology proficiencies Resources

Use the categories and ratings on this page to derive a rough assessment of your school’s resources for information literacy and technology proficiencies. Rate each item from 1 to 5 (1 = poor; 5 = excellent) based on the overall quality, availability, and effectiveness of that resource.  Put the rating on the line in front of the resource.  In each section, find an average rating by adding the individual ratings together and dividing by the number of ratings in that section.  Record that averaged rating on the Rating line.

Library Resources

Technology Resources

Facilities                                   (Rating:            )

- Quality of facilities

- Access for individuals, classes

Facilities                                   (Rating:            )

- Quality of facilities

- Access for individuals, classes

Print materials                          (Rating:            )

- Quality of Collection

- Book/student ratio

- Age of collection (not more than 10 years old)

Labs and classroom computers           (Rating:              )

- Quality of facilities

- Access for individuals, classes

- Processing capacity

- Student/computer ratio

AV materials                             (Rating:            )

- Data projectors

- Variety of materials, formats

- Access and usability

Specialized equipment             (Rating:            )

- Multimedia and video equipment

- Assistive technology

Electronic Subscription Databases     (Rating:            )

- Encyclopedias, dictionaries, reference

- Periodicals

- General Use of the Internet

- Curriculum materials

Software                                  (Rating:            )

- Real-world applications

- Classroom management vs. learning uses

- Higher order thinking vs. drill-n-kill practice

- Assistive technology

- Assessment support and record-keeping

Staffing and support                (Rating:           )

- Reference desk

- Check-out/check-in

- User support

- Teaching and staff support

- Maintenance and supervision

- Acquisition, updating, planning

Staffing and support                (Rating:            )

- Troubleshooting

- Equipment downtime assistance

- Teaching and staff support

- User support

- Maintenance and supervision

- Acquisition, replacement, upgrade, planning

Budget                                     (Rating:            )

- Materials (books, CD-ROMS) budget

- Maintenance/support budget

- Budget stability and sources

Budget                                     (Rating:            )

- Acquisition/replacement/upgrade budget

- Maintenance/support budget

- Budget stability and sources

Additional Narrative (optional):

 

Part 2 Average Rating:
                    
Complete all three sections of Part 1 above before filling in this area.

Average for Library Resources

Average for Technology Resources

  =                    

  =                    

To find the average, add the ratings recorded above for one column at a time and divide by 6 (the number of categories).