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ETIL Planning Guide Section C. Collaboration and Integration

Collaboration among participants, identification of shared program and curricular goals, and common strategies for achieving desired educational results advances ET-IL integration. Collaboration occurs best in an environment where the administration, library and technical professionals support and encourage cross-program activities that involve 1. the improvement of education services, 2. the effective use of technology, 3. the acquisition of information literacy skills, and 4. the application of all to meet student achievement standards. It is important that ET-IL planners coordinate with district personnel responsible for Title programs and the Consolidated Grants Application, as Title II-D funds are routinely used in support of other Title efforts (ie. district purchases reading software with Title II-D funds to support Title I activities). The ET-IL plan must indicate collaboration with Title programs to be approved.

Guiding Questions:

  1. What department or organization at the school district is responsible for the following programs:
    1. ET-IL
    2. E-Rate
    3. Title II-D Consolidated Application
    4. Accreditation
    5. Curriculum and Assessment
    6. Professional Development
  2. What mechanism is in place for collaboration?
  3. How does the ET-IL plan foster integration of all of the programs listed (in #1) above?
  4. How is the administration, district and/or school involved in ET-IL planning and implementation?
  5. Describe how technology and information literacy integrated into curricula?
  6. What is the district doing to foster increased student achievement through the effective use of technology?
  7. How does the district utilize and promote research-based strategies?
  8. What is the district doing to coordinate ET-IL efforts with other program efforts such as Title I (Improving the Academic Achievement of the Disadvantaged), II-A (Preparing, Training and Recruiting High Quality Teachers and Principals) and V (Innovative Programs)?


To enhance collaboration, both building leadership teams and a district-wide committee will take leadership for ILT is this the model we want to use? BLTs and an ET/IL committees--Dellacroce Marcia 15:58, 21 April 2009 (UTC). Membership includes, but is not be limited to: librarians, media specialists, teachers, coaches, proctors, administrators, technologists and community members. A clear integration of information literacy and educational technology is necessary to help staff reach students. Increased communication, awareness and activity are necessary We may want to reword this sentence? to detail students and staff developing capacity in the area of information literacy and its ties to technology. Because information literacy is vital to all learning, this should be a focus. Information literacy is vital to all learning, therefore it should be an area of focus. (JHack)

Both levels of committees will be charged with implementation, accountability and evaluation of this plan. The District level committee will regularly plan, implement, monitor, revise and evaluate this plan. Coordination will be provided to Learning Services and Technology Services as related to the District’s accreditation plan and student achievement in general. See Appendix B, C, D, E and K.

Current collaborative efforts outside the District include: Are all of these accurate still? (JHack)

  • Laptops and scholarships to seniors -- sponsored by the local Rotary, students in middle schools and high schools write to receive refurbished computers
  • Graphic students work with local businesses to develop logos and other printed materials that will be used in the day-to-day operations of those businesses Is this a free service? (Gmoore)
  • Ranum’s Wells Fargo Futures Center is an example of the community asking to partner with a school to provided current technology and resources to encourage students to investigate post-graduate education and various careersthis should be removed or replaced --Dellacroce Marcia 16:07, 21 April 2009 (UTC)
  • Continued partnerships with state libraries and Westminster Public Library
  • Continued participation by a district librarian in CoSLL – Colorado School Library Leaders Participation by a district technology instructor in TLF --Dellacroce Marcia 16:10, 21 April 2009 (UTC)
  • School-to-career options, particularly through Hidden Lake High School

Curriculum & Instruction

I think that we need to include SBS information in this section now and possibly change some of the integration information because curriculum and instruction is going to look very different from what we have here. JHack

Educational technology engages learners and information literacy provides thinking skills. This powerful combination can be used to more readily provide differentiation and accommodations in the classroom. While not identified specifically, information literacy and technology standards and concepts are threaded throughout District 50 standards in all content areas, calling on teachers to use authentic sources, technology and thinking and reasoning skills. As part of the District’s teacher evaluation tool, a proficient teacher uses teaching and learning strategies that demonstrate a consistent use of strategies designed to meet the needs of diverse learners, such as: interactive learning, students using technology, critical thinking activities and group strategies (Standard 2). With regard to differentiated instruction, Can this be reworded to reflect the goal of D50 is for all teachers to become proficient through continued staff development? (Gmoore)the proficient teacher in D50 uses a variety of data sources and instructional strategies to meet the needs of the diverse learner. The pacing of instruction and learning strategies are based upon individual and/or group needs as determined from both formal and informal data analysis.

Many opportunities exist for D50 to integrate information literacy and technology into its programs, particularly literacy and math. D50 has implemented a district-wide literacy effort around the learning-teaching cycle and Read180 and Rosetta Stone in several schools Is there anything else we want to add here? Jhack . Many resources have been devoted to this literacy effort and making information literacy and technology inherent components, rather than stand-alones is very important. Secondary librarians work with teachers in lesson planning for library use to include all information literacy standards. With regards to English Language Learners, ILT can be used to activate background knowledge and provide teachers with more strategies for comprehensible input. D50 is working to ensure that information literacy and technology becomes a regular part of doing business in all instructional settings. As content standards and curriculums are revised, District leadership will work collaboratively to ensure integration of these efforts. See Appendix F and G.

A variety of technology courses are offered at the middle and high school levels. Courses should or could start at the Elementary level.(Gmoore)Some have a more vocational focus while others are more general in nature. Students demonstrating basic skills may test out and move to higher level classes. All content standards in D50 currently have places where information literacy and technology occur, but due to inconsistencies in language and lack of clear connection, frequently staffs do not make the connection. A sample draft of a matrix making those connections is found in the Appendix K.

K-12 language arts and 6-12 math teachers have spent the past year in grade level articulation meetings to identify essential learnings and develop performance assessments that will be used commonly across the District. From this point forward, all curriculum reviews will include the information literacy and technology processes in their essential learnings and standards. Information literacy and technology must be incorporated, where appropriate, into common performance assessments and students evaluated as to their grasp of content and information literacy.

It is the responsibility of Learning Services to ensure that the curriculum is updated via the curriculum review process. This includes the integration of the information literacy and technology standards. It is the responsibility of principals to ensure this curriculum is being taught in their building and that teachers address the standards through their instruction and hold students accountable for learning. As stated in the District’s Strategic Plan, the following departments/people share responsibility regarding student achievement, which includes information literacy and technology: Learning Services, Technology Services, Title 1 Liaison, instructional coaches, gifted and talented team and principals. Learning Services will work with District and school leaders to determine best-practice methodologies for providing and encouraging collaborative opportunities for and among educators. These findings will be published and used for site-based and District professional development. See Appendix B.


Beginning with secondary librarians, the District provided training in the Big6 Skills model approach – to teach information literacy and technology skills as tools to solve any problem for any age. Some high school social studies teachers are piloting the use of this model in their lessons. Other venues for integration in the District include, but are not limited to: elementary language arts curriculum guide, articulation meetings for all grades in math and language arts, development of performance assessments, Lexile use, EduTest, eBooks, deletions United Streaming is now Discovery Education (dedlowitz), Novel Stars, eChalk School Fusion and from the Strategic Plan – improve academic achievement for all students, improve and enhance opportunities for ELL, SpED and gifted/talented students, increase parental involvement and use of cable programming. See Appendix G, H and I.

It is the goal of district secondary libraries to operate according to the Power Library model with a focus on collaboration with the teacher librarian, teacher and the building principal. A Power Library: Is an essential, integrated part of the school’s instruction and activities; Integrates the Colorado Information Literacy Standards throughout the school’s curriculum; Actively engages in collaborative teaching and planning processes; Promotes, supports, and encourages reading, literacy, and learning in the school; Integrates and utilizes technology to enhance teaching and learning.

Currently the following tools, materials and strategies are in place in D50:

  • Literacy
    • Plato resources are designed for take-home use by students Are all of these projects still in place? In every library? --Dellacroce Marcia 16:21, 21 April 2009 (UTC)
    • EBook project to assist homeless and at-risk students
    • Literacy intervention – Read180, earobics, LANGUAGE!, Rosetta Stone
    • Library databases and a guided inquiry process such as the BIG6 is being utilized by 9-10th teachers process part of freshman seminar and 9-10th research skills--Dellacroce Marcia 16:21, 21 April 2009 (UTC)
  • Community
    • Parent in-services are offered after school hours to assist the community in using the WIKI to track student progress. (Gmoore)
    • Schools are open after school for students to use technology when it is not available at home Is this available still? .
    • Adult education needs are constantly assessed (how) and resources provided through our schools to build capacity in the adults so they may be a support system to our students.
    • VOICES program assists families with District and community resources
  • Staff
    • Off-site availability of all District databases
    • Support teachers in finding ways to support all learners
    • Ongoing mentoring and support for teachers – building TurnLeaf Assistant, instructional coaches and data facilitators
    • Staff development on systems, tools, programs and strategies

This section will be revised based upon the results of the needs survey.)