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additions deletions questions

ETIL Planning Guide Section 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

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 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 Standards , Technology Standards for Students and Technology Standards for Teachers?
  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 (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)
  8. How will your district ensure that every student is technologically literate by the time the student finishes eighth grade?
  9. Identify the assessment tool the district used to determine if students were “technologically literate”.
  10. Describe how relevant research will be utilized when defining implementation strategies.
  11. Describe how the district will ensure that technology will be effectively integrated into curriculum?
  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?
  13. How does the district use technology to communicate with or involve parents and community members?
  14. What district strategies are in place to maintain and procure technology? What goals will be established to maintain and procure technology?
  15. Identify any additional strategies based on local needs that are not addressed in the questions above.


Needs assessments must be employed for all stakeholders (students, teachers, ESP and administration), to address and identify a variety of needs to include, but not limited to: teaching and learning, literacy skills acquisition, development and integration of information literacy and technology, tools and applications. Conversations occurred between Adams 50, Denver Public Schools and Jefferson County to develop survey tools. In addition to needs assessments, evaluation tools will be developed to measure the effectiveness of the plan and its implementation. See Appendix A.

We didn't work with DPS or Jeffco this time correct? If not, we need to rewrite parts of the needs assessment section. (JHack) In collaboration with Denver Public Schools and Jefferson County, D50 developed surveys to be used for needs assessment and modified for evaluation tools. Survey topics include, but are not limited to the following: tools – software and hardware, frequency and use of tools and by whom, how and when collaboration occurs and what staff and students see as needs. Learning Services Level Directors will work with buildings to incorporate questions regarding information literacy and technology on their individual student and parent climate surveys. By June 2006, the needs survey will be completed. At this time, revisions to the ILT plan will be made according to the results.