Learning Center
Plans & pricing Sign in
Sign Out


VIEWS: 129 PAGES: 24


More Info
  • pg 1
									Instructional Media & Technology
        Regional Meetings
     September/October 2005

       Brookfield -- Wisconsin Dells
           Rice Lake -- Neenah
     Welcome & Introductions
 Instructional Media & Technology Team
 Invited Guests & Speakers

 Overview of Activities

 Information on NCLB Curriculum
  Requirements Regarding Information and
  Technology Literacy
        NCLB, II D and Curriculum
   NCLB spells out 15 requirements for which II D
    fund recipients MUST focus their efforts
     2 of the 15 directly state that recipients MUST have
      an integrated curriculum for information and
      technology literacy
   NCLB also requires each state to achieve 100%
    technology literacy for all grade 8 students
    beginning this school year
       NCLB, II D and Curriculum
   Today’s Focus
     Curriculum Mapping
     Curriculum Integration
     Grade 8 Literacy Strategies
Curriculum Mapping & Integration
   In your Information and Technology
    plan, districts must have evidence of
     Curriculum Maps
     Curriculum Benchmarks and/or
     Integrated Curriculum
 Must be PK-12
 Must cover ALL subject areas
Curriculum Mapping & Integration
 Our main speaker, Al Hovey (from
  Learning Point Associates) will present a
  keynote on Curriculum Mapping and
  Integrated Curriculum
 Breakouts
     local districts on mapping and integration
     New Curriculum frameworks for Math,
      Science and Reading
  Grade 8 Literacy Requirement

 What  does it
 mean for me
 and my
    Grade 8 Literacy Requirement
   NCLB asks your local Information &
    Technology Plan for two items centered
    on Student Proficiency
     Identification of all students with special
      needs or underserved populations
     Evidence and analysis of data relating to
      student Information and Technology literacy
     Grade 8 Literacy Requirement
   Identification of all students with special
    needs or underserved populations
     You need to identify special needs /underserved
      students and tell how they are ensured access to
      your district’s technology
     “Special Needs” is more inclusive than Special
       • Special Needs: EEL, ESL, TAG, Homeless, Migrant, At-risk, Section
         504, etc…….
       • ….includes students with needs who do not have an IEP
     Grade 8 Literacy Requirement
   “To assist every student in crossing the
    digital divide by ensuring that every student
    is technologically literate by the time the
    student finishes the eighth grade, regardless
    of the student’s race, ethnicity, gender,
    family income, geographic location or
                                           NCLB: Title II D, Sec 2402
    Definition of Technology Literacy
   State Educational Technology Directors
    Association (SETDA) Definition of Literacy
   “ Technology literacy is the ability to responsibly use
    appropriate technology to communicate; solve
    problems; and access, manage, integrate, evaluate,
    and create information to improve learning in all
    subject areas and to acquire lifelong knowledge and
    skills in the 21st century.”

    Definition of Technology Literacy
   In terms of our WMAS for Information
    and Technology Literacy, DPI believes
    the SETDA definition covers all 4
    standard areas:
       A. Media & Technology
       B. Information and Inquiry
       C. Independent Learning
       D. Learning Community
         Requirement Reporting
   Original place for reporting this
     In you LEA Information and Technology Plan
      as part of your needs assessment analysis
          Requirement Reporting
   Two additional places for reporting this
     On ESEA Consolidated Application
       • An added assurance that your district has a “plan in place” to
         determine your student’s literacy. (starting June 2006)
     As part of the monitoring process in 2006 –
      2007 districts will need to provide evidence
      of the process when monitored for Title IID
       Meeting the Requirement
   The Big Question:
    How will LEAs meet this requirement?

   The Big Answer:
    LEAs will decide!
       Meeting the Requirement
   Three ways to meet the requirement
     Use already embedded curricular
     Stand alone assessments
     Combination of both above

   Each has advantages and disadvantages
    depending on a variety of factors unique
    to each LEA
        Meeting the Requirement
   Use already Embedded Curricular
     Local assessments of embedded ITL curriculum
      within core content areas
     Locally developed progress monitoring
      assessments or assessments of unit projects
     Observations logs
     Examination of artifacts and/or portfolios
       Meeting the Requirement
   Stand Alone Assessments tied to the ITLS
     Standardized tests
     Self-assessment surveys
   Combination of both Stand Alone
    Assessments Embedded Curricular
            Tools to Assist LEAs
   Student Proficiency Tools
     PETI -- Profiling Educational Technology
      Integration: Resources for Assessing
      Readiness and Use (SETDA/Metiri)
      • http://www.
     NCRTEC Scoring Guide for Student Products
     NETS Online Assessment ISTE/CoSN/MicroSoft)
REVIEW: Meeting the Requirement
   Use SETDA definition (ITLS 4 Standard Areas)
   Decide on process
     Use already embedded curricular
     Stand alone assessments
     Combination of both above
   Develop a record keeping system
   Be prepared to report to DPI
   What about Special Ed students?
     Use IEPs to determine their literacy level

   Will DPI collect data this year?
     No

   Will we have to report our literacy level?
     Yes, you must report, if asked by state or federal
      auditors, you must provide a description of your
      process, tools and data
   What if we don’t meet 100%
     At this point, this is a goal and not part of AYP.
      Therefore; there is no sanction at this time.

   Isn’t this another mandate with no benefit?
     No, this requirements is a good way to check how
      well your students are using technology, the
      success of your technology and media programs and
      the extent of technology and media integration into
      the curriculum
   Why isn’t DPI developing a test or
    checklist or other tool?
     DPI believes that if districts have mapped
      their ITLS into the curriculum and
      developed lessons and projects centering on
      this integration (as we have emphasized for
      almost 20 years) then districts already have
      the internal mechanism to check for
      literacy built right into their curriculum.
       Meeting the Requirement
   More information and examples available
    after lunch in our breakout session.

To top