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ETIL Planning Guide Section A. Needs Assessment
Conducting a needs assessment involves identifying the ET-IL program needs within the larger context of organizational needs and goals. It is recommended that for a start, you should evaluate the progress of the previous ET-IL plan. There are many forms of needs assessments and districts should choose a method that meets local needs, be it a survey process involving students and staff or a more formalized process.
- What progress has been made towards meeting needs identified in the previous ET-IL plan?
- Describe the needs assessment you conducted to develop this ET-IL plan.
- Does your needs assessment(s) include the acquisition of technology and information literacy skills?
- Does your needs assessment(s) include the acquisition of other 21st century skills?
- Are there specific challenges in terms of service delivery that you face because of changes in student achievement or in the demographics of your district population?
- List the key results of your needs assessment that will drive your goals, objectives and strategies.
- Describe the current infrastructure and list any upgrades. Include the current and proposed level of service. (see E-Rate requirement below)
Information literacy and technology are inherent components of and for student achievement. “The current and future health of America’s 21st Century Economy depends directly on how broadly and deeply Americans reach a new level of literacy – 21st Century Literacy – that includes strong academic skills, thinking, reasoning, teamwork skills and proficiency in using technology.” (21st Century Workforce)
Adams County School District 50’s (Can we reword this? JHack)philosophy and values are such that the District’s Strategic Plan’s major goal is student achievement with the stated value, “to promote learning, we believe in empowering each individual to reach his/her potential.” In today’s global culture this requires a partnership of classroom teachers, teacher librarians, --Dellacroce Marcia 19:35, 8 April 2009 (UTC) technology instructors (JHack) and building leaders pursuing quality teaching and learning. To meet the goals and standards of District 50 schools, students and adults must function as effective users of tools, ideas and information.
It is important that educational technology and information literacy are integrated into all curriculums and not viewed as separate, but just part as a component (JHack) of the way one teaches and learns. This clear and seamless integration of educational technology and information literacy is necessary to help staff empower students. This also clarifies a focus on learning with information and technology rather than learning about information and technology. Information literacy, as a model of learning based on real-world information resources, serves as basic survival skill for the Information Age.
All teachers and building leaders--Byers Kevin 21:27, 16 April 2009 (UTC) need training and support in tying information, resources and technology together to support student achievement. Our vision also includes promoting teachers’ use of data to facilitate information-based educational practices. As teachers and students work to develop higher level thinking skills and incorporate them into learning on a daily basis, collaboration among adults and students will increase. Research notes that such skills are not just important for students when they are completing schoolwork, but are essential skills that can be used for all aspects of life: academic, professional and personal. District 50’s values promote “quality education as a collaborative effort among all members of the learning partnership.”