NFDL Tech Plan 2011-2013 Final

The School District of North Fond du Lac

Information Management and Technology Plan

Effective Dates
2010 – 2011
2011 – 2012
2012 – 2013

_________________________________________
Superintendent – Aaron Sadoff

Plan Contacts
Aaron Sadoff – IMT Director/ Superintendent
asadoff@nfdl.k12.wi.us

Sue Huck – Library Media Specialist
shuck@nfdl.k12.wi.us

Wendy Johnson – Chief Financial Officer
wjohnson@nfdl.k12.wi.us

Connie Gross – Educator
cagross@nfdl.k12.wi.us

Approved by the Board of Education

Monday, December 21st, 2009

Executive Summary
Creating a comprehensive Information Management and Technology Plan (IMTP) is an
important journey to best serve the educational needs of the School District of North Fond
du Lac (District). In creation of this plan, the Information Management and Technology
Committee (IMTC) consulted many sources of information:
• A review of literature in the technology and media fields
• Data from internal audits
• Data from surveys
• Correspondence with other districts
• Reviews of other districts’ media and technology plan

From these information resources the IMTP was created for the school years of 2010‐2011,
2011‐2012, and 2012‐2013. As the District continues to grow in to a fully‐functional
Professional Learning Community, technology and information management policies and
implementation will continue to be the collective responsibility of all District staff. The
IMTP is meant to be a “living” document that continues to grow and encompass the needs
of the District through continual reflection and data collection.

NFdL Information Management and Technology Plan 2010‐2013/ 1
Table Contents
EXECUTIVE SUMMARY ..............................................................................................................................................1
INTRODUCTION..........................................................................................................................................................4
RELEVANT RESEARCH, BEST PRACTICES AND DISTRICT PHILOSOPHY ...............................................................................4
DISTRICT EDUCATIONAL BELIEFS AND VISION STATEMENT .............................................................................................8
Belief Statements.................................................................................................................................................8
Vision Statement .................................................................................................................................................8
Motto....................................................................................................................................................................8
DISTRICT TECHNOLOGY VISION AND MISSION STATEMENT ..............................................................................................9
Vision Statement .................................................................................................................................................9
Technology Mission Statement ...........................................................................................................................9
BACKGROUND INFORMATION ......................................................................................................................................10
School District of North Fond du Lac and Community Demographics ............................................................10
Overview of the Educational Technology Planning Process ............................................................................10
TECHNOLOGY COMMITTEE MEMBERS ..........................................................................................................................11
STAKEHOLDERS AND COMMUNITY RESOURCES .............................................................................................................11
NEEDS ASSESSMENT/CURRENT STATUS .............................................................................................................12
REVIEW OF PREVIOUS GOALS REVIEW .........................................................................................................................13
GOAL #1: STUDENT ACHIEVEMENT ............................................................................................................................13
GOAL #2: STAFF EFFECTIVENESS, PROFICIENCIES, AND ACCESS ....................................................................................13
GOAL #3: INFORMATION RESOURCES AND LEARNING TOOLS ........................................................................................14
GOAL #4: SUPPORT SYSTEMS AND LEADERSHIP ...........................................................................................................14
NEEDS ASSESSMENT ..................................................................................................................................................15
ASSESSMENT OF STUDENT SKILLS, KNOWLEDGE, AND ATTITUDE ...................................................................................15
STAFF TECHNOLOGY ASSESSMENT...............................................................................................................................15
INVENTORY SUMMARY ...............................................................................................................................................16
Hardware...........................................................................................................................................................16
Software.............................................................................................................................................................16
Library Resources and Fixed Assets..................................................................................................................17
Friendship Elementary LMC Collection Data............................................................................................................... 17
Horace Mann/ Bessie Allen LMC Collection Data ........................................................................................................ 17
Networking and Telecommunications Capacities............................................................................................17
CURRENT STATUS OF CURRICULUM AND EDUCATIONAL TECHNOLOGY INITIATIVES IN RELATIONSHIP TO EDUCATIONAL
IMPROVEMENT ..........................................................................................................................................................18
REVIEW OF EXISTING PROFESSIONAL DEVELOPMENT ACTIVITIES AND STRUCTURES ........................................................18
ASSESSMENT OF CURRENT STAFFING – TECHNOLOGY AND MEDIA ..................................................................................19
CURRENT GOALS AND ACTION PLANS .................................................................................................................20
GOAL #1: STUDENT ACHIEVEMENT ............................................................................................................................20
GOAL #2: STAFF EFFECTIVENESS, PROFICIENCIES, AND ACCESS ....................................................................................20
GOAL #3: INFORMATION RESOURCES AND LEARNING TOOLS ........................................................................................21
GOAL #4: SUPPORT SYSTEMS AND LEADERSHIP ...........................................................................................................21
MONITORING, EVALUATING, AND REVISING EDUCATIONAL TECHNOLOGY PLANS ...................................23
MONITORING AND EVALUATION PROCESS ....................................................................................................................23
INCORPORATION OF EVALUATION INFORMATION FOR ON‐GOING PLANNING ....................................................................23
PROCESS FOR REPORTING TO STAKEHOLDERS ..............................................................................................................23
PROCESS AND TIMELINE FOR ON‐GOING LONG‐TERM PLANNING ...................................................................................24
ADULT LITERACY .....................................................................................................................................................25
APPENDIX A – CURRICULUM..................................................................................................................................26
INTRODUCTION ..........................................................................................................................................................26
APPENDIX B – DISTRICT POLICIES .......................................................................................................................27
USE OF COMPUTER NETWORKS (GBO) – CIPA/INTERNET SAFETY AND ACCEPTABLE USE .........................28
Internet ‐ Acceptable Use Policy (Student).................................................................................................................. 29
Internet ‐ Acceptable Use Policy (Staff) ....................................................................................................................... 30
INSTRUCTIONAL MATERIALS RECONSIDERATION (KGE)................................................................................32
REQUEST FOR RECONSIDERATION OF INSTRUCTIONAL MATERIALS ..........................................................34
INSTRUCTIONAL MATERIALS SELECTION AND ADOPTION (IIAC) .................................................................36
TECHNOLOGY CONCERNS FOR STUDENTS WITH SPECIAL NEEDS (IIAG)......................................................38
TECHNOLOGY CONCERNS FOR STUDENTS WITH SPECIAL NEEDS ..................................................................38
POLICY STATEMENT ..................................................................................................................................................... 38
POLICY PROCEDURE ..................................................................................................................................................... 38
INSTRUCTIONAL USE OF COMPUTERS AND COMPUTER NETWORKS (IIBG)................................................40
INTERLIBRARY LOAN (IIAF) ..................................................................................................................................41
COMPLIANCE WITH COPYRIGHT LAW .................................................................................................................42
INTRODUCTION ....................................................................................................................................................45
ARTICLE I – THE DISTRICT COPYRIGHT GUIDLINES .........................................................................................45
SPECIFIC GUIDELINES .................................................................................................................................................45
ARTICLE II – OVERVIEW OF FEDERAL COPYRIGHT LAW..................................................................................46
A. COPYRIGHT PROTECTION ........................................................................................................................................46
B. WORKS PROTECTED BY COPYRIGHT .........................................................................................................................46
C. DURATION OF COPYRIGHT PROTECTION ...................................................................................................................46
D. COPYRIGHTS IN GOVERNMENT WORKS ....................................................................................................................47
E. “FAIR USE” LIMITATION ON COPYRIGHT PROTECTION ...............................................................................................47
ARTICLE III – FAIR USES OF COPYRIGHTED MATERIALS .................................................................................48
A. LITERARY WORKS AND PRINTED MATERIALS ...........................................................................................................48
B. AUDIOVISUAL WORKS ............................................................................................................................................49
C. COMPUTER SOFTWARE ...........................................................................................................................................50
D. MUSICAL WORKS ...................................................................................................................................................50
ARTICLE IV – LIBRARY USES OF COPYRIGHTED MATERIALS ..........................................................................51
A. REPRODUCTION AND DISTRIBUTION BY LIBRARIES ...................................................................................................51
B. REQUIRED COPYRIGHT NOTICES ..............................................................................................................................52
ARTICLE V – COPYRIGHT INFRINGEMENT BY DISTRICT EMPLOYEES ...........................................................52
CONSEQUENCES OF INFRINGEMENT .............................................................................................................................52
APPEDDIX A – HOW OBTAIN PERMISSION TO USE COPYRIGHTED MATERIALS .........................................53
GUIDELINES FOR OBTAINING PERMISSION TO DUPLICATE.............................................................................53
LETTER OF REQUEST........................................................................................................................................54
PERMISSION FORM ...........................................................................................................................................55
PERMISSION ACKNOWLEDGMENT ..................................................................................................................56
ADDITIONAL COPIES REQUEST........................................................................................................................57
FOLLOWUP LETTER ........................................................................................................................................58
BUDGET – INFORMATION MANAGEMENT AND TECHNOLOGY PLAN(20102013)...........................................60
School District of North Fond du Lac
Information Management and Technology Plan
(IMTP)

Introduction
Relevant Research, Best Practices and District Philosophy
The North Fond du Lac School District (District) is committed to ongoing improvement in
teaching and learning to prepare students for successful adulthood in the 21st century. A
considerable amount of research demonstrates the effectiveness of using technology to
supplement other instructional strategies to increase student achievement and
performance in a multitude of curricular areas. The North Fond du Lac School District has
an ongoing plan to offer courses in educational technology in order to systematically
improve the expertise of the teaching staff. In addition, the District is committed to
maintaining a quality technology infrastructure designed to support all stakeholders.
The District views technology as a tool or idea that helps one complete tasks or reach goals
more efficiently. Through discussions and review of research, the District is embracing the
idea of technology literacy is synonymous with reading and writing literacy. “Students
don’t view email and instant messaging as technology tools, but as a fundamental way to
interact and relate to their peers.” (p. 12) 1 This statement drives the Districts view of
technology needing to evolve to meet the reality of what technology is, an essential
communication and organizational tool that is as critical for success in life as much as
understanding how to read. The challenge is to help all stakeholders understand that
technology will not “undermine the teacher‐student relationship.” (p. 34) 2 “Alongside calk
and blackboards, computers (and other technology) will be tools teachers feel they cannot
live with out.” (p.34) 3
Computers, the internet, web tools, email, etc. are not the equivalent of a filmstrip or
television, educators will need to adapt the idea of what technology represents to truly
harness the power of education. Understanding this main paradigm shift has helped the
District’s technology philosophy evolve to a belief that technology literacy and
reading/writing literacy are no different; both are integral parts of surviving in society and
being able to communicate and succeed with others.
In order to be effective with today’s students, the District recognizes the need to examine
new methods to use existing and emerging technological tools. The incorporation of these
tools provides new learning venues, additional opportunities for practice and enrichment,
as well as the refinement of technological skills through application. The District believes
1 Listening to Student Voices – On Technology: Today’s tech‐savvy students are stuck in
text‐dominates schools (2005). Education/Evolving. 1‐16.
2 Wenglinsky, H. (1998). Does It Compute? The Relationship Between Educational
Technology and Student Achievement in Mathematics. Educational Testing Services: Policy
Information Report. 2‐39.
3 ibid
that the integration of technology will promote higher‐level thinking, expanded creativity,
and greater motivation to learn among all students.
Information management and technology support are necessary to enable District staff
best help students meet the critical skills for life success. Embracing the concept of 21st
Century Skills, The four most important skills, as cited by the groundbreaking report, Are
They Really Ready to Work that is the focus of the District are: 4
• Professionalism/Work Ethic
• Oral and Written Communication
• Teamwork/Collaboration
• Critical Thinking/Problem Solving
Inspired by this, other research and data, the District’s Technology Philosophy is focused
on five main areas ‐ Grassroots, (student) Learning, Ownership, Worthwhile, and Support
(GLOWS).
Grassroots, “of, pertaining to, or involving the common people, as contrasted with or
separable from an elite,” 5 is very important as a way help teachers learning great tools and
pace themselves to find success. In an atmosphere were educators are free to experiment
and develop tools for helping student achievement, he or she will be more creative and
accepting of change than if it is mandated from top down. For example, if a group of
teachers want to experiment with the use of ipods in assessing reading fluency, that group
of teachers gets the technology, develops ideas, utilizes the technology and them once seen
as successful and viable, others will begin to utilize that technology to help student
achievement. Conversely, if a technology application is not successful, little money and
resources have been invested.
The “grassroots” philosophy of educational technology is articulated well by Ian Jukes.
Jukes developed a group named after sardines to explain his ideas about leadership,
technology, and change. He discusses the idea of how a single blue whale and a school of
sardines are similar in size, but very different in movement. A blue whale is huge, takes
many resources and takes so long to change direction when swimming (i.e. like school
systems). Yet sardines in a school, make up the same mass, consuming less amounts, and
can change rapidly, without a hitch. “But finally, when a critical mass of truly committed
sardines is reached ‐ not a huge number like 50 percent or 80 percent of the school, but 15
to 20 percent who are truly committed to a new direction ‐ the rest of the school suddenly
turns and goes with them – almost instantaneously!” 6

4
The Conference Board, Corporate Voices for Working Families, Partnership for the 21st
Century Skills, and Society for Human Resources Management. (2006). Are They Really Ready
to Work: Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to
the 21st Century Workforce.
5
Dictionary.com. Retrieved on June 28, 2009, from http://dictionary.reference.com/browse/grassroots.
6 Jukes, I. (2009). Why Are We Called Committed Sardines? Welcome to the Committed
Sardine Website. Retrieved on June 7, 2009 from
http://web.mac.com/iajukes/thecommittedsardine/Sardines.html
Learning, specifically student learning is a key to utilize funds and human resources
responsibly and effectively. Whenever technology is used in the learning environment, like
any other element or medium, the educator should be very aware to collect qualitative and
quantitative data to ensure that the practice/technology use is having a positive impact on
student learning.
Ownership, the adoption of using technology as a medium for instruction and
communication, is a critical element to ensure the continual use of technology to procure
and support learning. Teachers that see specific data supporting a correlation of
technology use and educational success are more likely to use. The “strongest predictor of
teacher adoption and use,” 7 lie in teachers have a positive attitude toward technology
because of technical support, specific training and observable data of student learning.
When a person feels ownership in a technique or idea, the probability of them using that
skill or idea raise dramatically. The more ownership that can be cultivated in teachers, the
better ability students will have to use technology for achievement and success.
The District defines worthwhile as the perception that what one is doing make sense and
causes one’s life to improve. This element is tied directly to all the other elements and
becomes the perceptual fuel to engage staff and students to use technology in productive,
useful, creative ways. “When teachers integrate technology in ways that remove them from
their role as ‘the sage on the stage,’ they need effective skills and strategies to improve
student learning in their role as ‘the guide on the side.’” 8 Using technology to switch the
focus on learning and away from just teaching enhances education for all stakeholders.
“Adults who are often not sure how to integrate technology and education, do more to
stymie, than to embrace student’s ability to use technology.” 9 It is human nature to be
weary of things that are new and ideas that threatened the feeling of adequacy that one has
in performing in his or her career. One of the most important elements of teacher support
in implementing technology is the creation of a safe and supportive environment where
investigation of technology’s use the classroom is fostered and supported. The District is
committed to develop and enhance an environment that teachers feel safe to experiment,
use student expertise, and begin the cognitive shift, viewing technology as necessary and
matter of fact and not as a separate part of the educational experience.
The process of embedding technology tools into education (through supporting educators)
is most effective in an atmosphere that is compared with gardening. “We will see more
growth if we cultivate the soil and fertilize before planting. An exclusive focus on skills and
software is a bit like spreading seeds across a concrete playground.” 10 Wenglinsky states,
“research on teacher obstruction indicates that the inability of many teachers to use
7 Buckenmeyer, J.A. and Freitas, D.J. (June 29, 2005). No Computer Left Behind: Getting
Teachers on Board with Technology. Presented for the National Educational Computing
Conference, Philadelphia, Pennsylvania.
8 Kimble, C. (May 1999). The Impact of Technology on Learning, Making Sense of the
Research. Mid‐Continent Regional Educational Laboratory. Aurora, Colorado.
9 Listening to Student Voices
10 McKenzie, J. (2001). Planning Good Changes with Technology and Literacy. Santa
computers is based upon lack or resources supporting teacher use of technology, not a
Luddite feeling among teachers that technology is useless.” (p.10) 11 The District believes
this fear is directly related to the mental mindset of teachers and how they view
technology. The more support and help, both technically and skill development that are
provided for staff and students, the more effective learning becomes.
Research shows that many of the fears that educators have with the latent effects of
technology are inaccurate and many times contrary to mindsets. According to Listening to
Student Voices – On Technology: Today’s tech‐savvy students are stuck in text‐dominates
schools (2005), “Despite student’s high level of technology use, their need for human
connection is not diminished, and many students crave actual conversations and
interactions with classmates.” (p.12‐13). Technology is the medium that facilitates learning
and collaboration; it is not an ancillary tool that can add to a learning environment.
Grassroots mind‐set, learning focused, ownership by stakeholders, worthwhile perception
of the medium, and unlimited professional and technical support are the foundations of the
District’s educational technology philosophy. The District is dedicated to cultivating a
culture in which technology literacy is viewed as the same as reading literacy in the
educational setting.
Information Power: Building Partnerships for learning, reinforces the District’s belief that
information and technology are necessary tools for increasing student achievement and life
success. 12 The text showed how studies in Alaska, Colorado, Massachusetts and
Pennsylvania validate the necessity of a strong library, media and technology program
promote the achievement of students to a higher level.
Research and statewide studies show the importance of a library, media and technology
program to be well organized, have a formal requested budget and the vision of technology
and information reaching beyond the library and into classrooms and the community. 13
Library Media Specialists, teachers and technology leaders must work together to create
lessons and units that will combine information and technology skills and the curriculum of
classrooms. Technology skill proficiency must move beyond a “laundry list” of isolated
skills to a point where students can use technology, “flexibly, creatively and
purposefully.” 14
It is the intention of The School District of North Fond du Lac to develop and implement a
plan that maximizes the use of the resources (human, financial, informational,
technological and community) to enable each of our students to reach his or her academic
and social potential. The IMTC understands the role technology plays and will play in the
11 Wenglinsky, H.
12 American Association of School Librarians & Association for Educational
Communications and Technology. (1998). Information Power: Building Partnerships for
Learning. Chicago: ALA.
13 Lance, K., Rodney M. and Hamilton‐Pennell C. (2000). How School Librarians Help Kids
Achieve Standards. The Second Colorado Study. Retrieved December 3, 2007.
14 Eisenberg, Michael B. and Johnson, Doug. (September 2002). Learning and Teaching
Information Technology Computer Skills in Context. Eric Digest.
lives of our students’ lives and it is the mission of this plan to organize a strategic plan to
help all of our students succeed, creating an environment where technology is embedded in
all aspects of a child’s educational experience.

District Educational Beliefs and Vision Statement
Belief Statements
A safe and positive environment enhances student learning.
All students can achieve; styles of learning must be recognized and addressed.
Collaboration helps everyone achieve collective goals.
We are committed to continuous improvement.
Learning is life long.
Quality work is an expectation.
A variety of instructional strategies must be used to maximize learning.
We are part of the larger community and must work in concert with them.
Parents should be involved in their children’s education.
Achievements need to be recognized and celebrated.

Vision Statement
The North Fond du Lac School District, in cooperation with the community, is committed to
providing an outstanding educational program in a safe and nurturing environment built
upon mutual trust and respect, and designed so all individuals become lifelong learners.

Motto
“Working together for the success of all.”

District Technology Vision and Mission Statement
Vision Statement
It is the vision of the North Fond du Lac School District that an outstanding educational
program offers students multiple opportunities to benefit from and grow in the use of
technology and consumption of information. Teachers will employ technology as a tool to
differentiate instruction and thus better meet the needs of individual students; while
students will have opportunities to learn and apply a series of increasingly complex
technological skills as they progress through the various levels of education.

The District’s vision will be planned, implemented and monitored through four main goal
areas:
• Student Achievement
• Staff Effectiveness, Proficiencies, and Access
• Information Resources and Learning Tools
• Support Systems and Leadership
Each goal area will be supported by objectives. Each objective will be supported by
activities. Each activity will be articulated with the following elements document to best
ensure the viability to reach each objective – timeline, responsibility, budget needs, and a
measurement tool.

These goal areas will be the continual focus as the District grows as a fully functional
Professional Learning Community utilizing information and technology to best provide
rigorous and high‐quality student learning.

Technology Mission Statement
The technology mission of the School District of North Fond du Lac is to:
• Provide access to appropriate hardware and software to enhance the educational
experience of every student.
• Develop knowledge, skills, and dispositions regarding the use of technology to
support lifelong learning and ethical citizenship.
• Provide access to instructional and staff development opportunities so students and
teachers can continue to develop their expertise with technology.
• Create learning environments that utilize technology as a means of individualization
and differentiation to better meet the needs of students.
• Continually progress toward full implementation of the Wisconsin Standards in
Information and Technology.
• Develop methods to inform parents and community members about the use of
technology in the District as well as the standards students must meet at various
grade levels.

Background Information
The School District of North Fond du Lac is a rural school district operating grades 4K‐12.
The District is comprised of an area of approximately 25 square miles and is located in
Fond du Lac County. The District is comprised of the Village of North Fond du Lac, and
portions of the townships of Friendship, Lamartine, Eldorado, Fond du Lac and a portion of
the City of Fond du Lac.

School District of North Fond du Lac and Community Demographics
The School District of North Fond du Lac is located in east central Wisconsin at the
northern edge of Fond du Lac County. Population statistics are as follows:
Village of North Fond du Lac 4,500
Surrounding townships in District 2,500

The District currently has a total school enrollment of approximately 1250 students. It is
comprised of three site‐based 4K partners, a kindergarten building, a elementary building,
a middle school and a high school building. An alternative high school program is located
in the kindergarten building and serves students from North Fond du Lac as well as other
districts in a five‐school consortium. Specific student numbers for each of the District
buildings are as follows:
• 4K Partners 65
• Early Learning Center 85
• Friendship Learning Center 410
• Bessie Allen Middle School 270
• Horace Mann High School 405
• Alternative Learning Center High School 15

Overview of the Educational Technology Planning Process
The School District of North Fond du Lac’s Information Management and Technology
Committee was formed to provide a structured plan to guide the acquisition and
implementation of technology in the District. The Committee meets regularly to review
issues related to technology, and to provide direction in planning, purchasing, and staff
development areas.

Involving a very diverse group of individuals in the technology planning process is
essential to focus the plan on improving student achievement. The Technology Committee
is made up of both District and community members who represent the various grade
levels and constituencies that comprise the District as a whole.

A draft of the School District of North Fond du Lac Technology Plan was shared with the
District Administrator and the Technology Committee as well as building technology
representatives for their review and revision prior to finalizing the Plan for Board of
Education approval.

Technology Committee Members
Committee Member Position
Aaron Sadoff Superintendent/Technology Director
Bill Paris Middle School Principal
Sue Huck Library Media Coordinator
Samantha McGill High School Principal
Melanie Cowling Elementary Principal
Deb Ellingen Director of Special and Alternative Ed
Wendy Johnson Business Manager
Doug Forsythe HS Business Education Teacher
Paulette Rocklewitz MS Social Studies Teacher
Connie Gross MS Math Teacher
Carol McCarthy Elementary Teacher
Judy McKeough Elementary Teacher
Tammy Rademann Elementary Teacher
Hillary Mukavitz Elementary Teacher
Sue Huck K‐12 Library Media Specialist
Mike Murphy Technology Support ‐ Heartland
Craig Lehner Technology Support ‐ District
Steve Hock Board of Education
Rob Seidl Community Member
*Many other teachers and support staff participated in the development of
this plan

Stakeholders and Community Resources
The local public library in North Fond du Lac and the Fond du Lac City public library
provide excellent community resources to the students, staff, and families located in the
District. These facilities also provide access to technology for families who do not have
availability in their homes. A strong partnership with Heartland Business Systems
provides technological expertise to the staff and students of North Fond du Lac. In
addition, outstanding staff development personnel from CESA 6, UW‐Fond du Lac, UW‐
Oshkosh, Lakeland College and Moraine Park Technical College provide courses and
workshops for the staff to continue their development in the area of technology.

Needs Assessment/Current Status
The School District of North Fond du Lac has utilized the STaR Self‐Needs Assessment (The
School Technology and Readiness Chart is a self‐assessment tool to identify and define
profiles for the integration and use of educational technology. This assessment serves as a
benchmark against which to track progress.).

Low
NFdL Total Mid Tech High Tech Target Tech
Tech
Hardware 16 0-5 6 - 11 12 - 16 17 - 20
Connectivity 13 0-2 3-7 8 - 12 13 - 15
Content 8 0-4 5-8 9 - 12 13 - 25
Professional Development 14 0-7 8 - 14 15 - 20 21 - 30
Integration and Use 6 0-3 4-6 7-8 9 - 10
OVERALL TOTAL: 57 0 - 21 22 - 46 47 - 68 69 - 100
Overall, the School District of North Fond du Lac has come a long way to provide
technology opportunities for staff and students. It is the desire of the District to infuse
technology skills and practices into the fabric of everyday learning and organization. North
Fond du Lac Schools are dedicated to exposing students to cutting edge technology
hardware and software as well as provide all staff and students the most up‐date internet
tools and software to compete on the new global culture of communication and
collaboration.

The STaR Chart indicates that attention needs to be focused on Content, Professional
Development, and Integration and Use of technology to attain the Target Tech level
competence.

The staff and the students were surveyed on the Wisconsin Technology Standards to
determine their current skill levels. The students and staff seem very comfortable with file
management, search engines, e‐mail and basic software programs.

At the middle school level, the students are not familiar with basic content‐specific tools
(e.g., environmental probes, measurement sensors or graphing calculators). This
technology is currently not used at the middle school level. Another area of weakness is
creating, producing and evaluating multi‐media presentations.

The staff has weaknesses in recognizing routine computer hardware and software
problems. Other areas of weaknesses are capturing digital media to use in presentations
for the classroom environment and creating multimedia presentations.

Review of Previous Goals Review
The following is an analysis of the previous 2007‐2010 Technology Plan’s goals. The
column on the right will in state one of three evaluations:
o Continuing – The goal is in progress and will be included in the 2010‐2013
IMTP (in some form)
o Accomplished – The goal was reached
o Not Addressed – The goal was not addressed and deemed unnecessary
Goal #1: Student Achievement
All students will experience a quality, standards based, technologyinfused education
that maximizes learning and encourages and enhances (most important skills
identified by ground breaking study – “Are They Really Ready to Work”):
• oral communications
• written communications
• professionalism/work ethic
• critical thinking/problem solving
• teamwork/collaboration
Objectives
1.1 Ensure the Library Media and Technology standards are imbedded in the Continuing
District’s curriculum. *See Appendix A for curriculum guidelines
1.2 Justify technology purchases by linking intended use to District content Continuing
area standards and curriculum
1.3 Identify reliable technology that will engage students in learning and help Continuing
all students reach the District’s curriculum.
1.4 Pilot “grassroots technology” concept to best support educator‐initiated Continuing
use of technology to help students achieve learning objectives.
Develop a plan to implement “grassroots technology,” based on needs
and how to implement the technology into student‐based learning.
1.5 Redesign District’s curriculum to ensure the teaching of technology and Continuing
information management skills at every grade level (along with eliminating
redundancy).
1.6 Expand the use of the Distance Learning Lab to enhance course offerings at Continuing
the high school and explore other types of programming for middle and
elementary students.
1.7 Assess the opportunities students have for use of technology in learning to Accomplished
ensure equal access for all students.

Goal #2: Staff Effectiveness, Proficiencies, and Access
All staff will have immediate access to the technology needed to develop the skills
necessary to effectively enhance student learning as well as their own personal and
professional growth.
Objectives:
2.1 All staff will demonstrate skills of minimum technology proficiencies. Continuing
Create a committee to establish standards for teacher proficiency in
technology – including individual and infusion into daily teaching.
Develop timeline/training programs for acquiring and demonstrating
those proficiencies.
2.2 Develop and provided staff development opportunities for information Continuing
management and technology literacy.
2.3 Develop and implement a data collection tool (using Survey Monkey) to Continuing
establish educator/administrator proficiency levels and needs related to
the use of technology in the classroom and as a professional.
2.4 Review and up‐date technology policies as needed Continuing
2.5 Continue to use technology to foster communication between staff‐staff, Continuing
staff‐student, and staff‐community. Utilizing email, websites, Skyward
reporting systems, etc.

Goal #3: Information Resources and Learning Tools
All staff, students, and community members will have access to the learning tools and
information resources necessary to search, evaluate, analyze, manage, manipulate,
communicate and construct information and knowledge in the teaching and learning
environment.
Objectives:
3.1 Provide AV materials in modern formats Continuing
3.2 Continually analyze library collections as to currency and relevancy to Continuing
independent learning and the District’s curriculum.
3.3 Inform stakeholders of resources available in the LMC Continuing
3.4 Create on‐line data base of links of high‐quality educational data bases Continuing
(purchase) for student research
3.5 Investigate Links for Learning and Build Your Own Curriculum as means to Accomplished
articulate and develop curriculum.
3.6 Develop an interactive, comprehensive website for the District and each Continuing
school.
3.7 Investigate moodle as a possible online curriculum delivery system. Not Addressed

Goal #4: Support Systems and Leadership
The School District of North Fond du Lac will put in place the necessary staffing,
policies, procedures, communications systems, infrastructures and resources to ensure
that the districts media and technology enables all students reach high academic
standards.
Objectives:
4.1 Up‐date and replace hardware as necessary. Develop a replacement/ Accomplished
purchase/ lease program to best meet the District’s technology needs
4.2 Evaluate the effectiveness and cost of Heartland on a yearly basis, Accomplished
investigating different ways to best, and most affordably meet the
technology needs of the District. The goal is to achieve stability in our
network and assure that desktop units will function at maximum efficiency
in order to assist teachers in using technology as a means of
communication with students, parents, and colleagues as well as a
supplement to instruction.
4.3 Continue to provide students and staff with equity of access to hardware Continuing
and software programs.
4.4 Continue to review all types of technology as potential tools for the Continuing
enhancement of instruction.
4.5 Investigate and develop a secure wireless internet environment. Continuing
4.6 Develop an active user web‐browsing filter to differentiate filter Accomplished
constraints with different groups.
4.7 Continue training for all staff members in order to have them achieve Continuing
proficiency in using and integrating technology to increase student
achievement.
4.8 Continue to upgrade hardware and software within the District to improve Continuing
collaboration, communication, information management and adult literacy
as specified in the Wisconsin Administrator, Pupil Services, and Teacher
Standards.

Needs Assessment
Assessment of Student Skills, Knowledge, and Attitude
In the fall of 2009, the District developed a survey based on the Wisconsin State
Technology standards for eighth grade. Two hundred thirty students (230) from middle
school participated in this assessment. The ranges of percentages in the table are based on
several questions related to a Wisconsin State Technology standard for eighth grade.

• Knowledge & Use of the Internet 72%‐ 99%
• Knowledge & Use of basic software 46%‐94%
• Creating & Assessing Multi‐media presentations 36%‐57%

The high school students will be asked to complete this survey by the end of the 2009‐2010
school year. Responses indicate that there is an increase in student competency due to
increased utilization in classroom curriculum.

Staff Technology Assessment
The staff completed a survey based on the Wisconsin State Technology Standards for eight
grade. The results of this survey will assist the District in planning workshops and courses
designed to enhance the understanding and use by staff as well as the integration of
technology to increase student achievement.

A technology skills questionnaire is being developed for staff to complete. The purpose is
to create a list of staff “experts” to help their peers.

The technology committee will provide training that will allow staff to see various
opportunities to fully integrate technology to support self‐directed learning and inquiry‐
based instruction as well as real‐world application. Once the staff has more fully integrated
technology, rubrics will be developed to assess students' competencies as a method to
measure staffs’ technology literacies. It is anticipated that these rubrics will be fully in
place within the next two to three years. In addition, checklists will be developed to
monitor incremental progress as students move through the technology curriculum
components.

Inventory Summary
Hardware
• The Early Learning Center/Alternative High School Building in North Fond du Lac has a
lab of 15 computers designated to support the at‐risk high school programming.
• Friendship Learning Center (grades 1‐5) has a large computer lab adjacent to the IMC
which contains 30 computers. In addition, a significant number of computers are
located in the IMC for student use. Many rooms have also been equipped with
computer projectors and document cameras.
• Bessie Allen Middle School has a computer lab that serves 28 students. Special
education and regular education classrooms at Bessie Allen have two to four computers
to serve students in addition to the teacher computer in each room. The students in the
middle school also use labs at the high school since the two buildings are connected.
Over ninety percent of the rooms at Bessie Allen are equipped with computer
projectors and document cameras.
• Horace Mann High School has a large lab adjacent to the LMC, another classroom‐sized
lab on the second floor in the academic area of the building, and two business education
classroom labs. In addition the special education classrooms have student computers,
which are used for differentiation and educational support. A lab of ten computers
serves as the site for a freshmen/sophomore at‐risk program and is available to other
students when it is not fully occupied. Many classrooms at Horace Mann are equipped
with computer projectors and document cameras.
• Every classroom in the District has a networked computer for teacher use, and the
administrative offices are equipped with networked computers and laser printers.
• Every classroom in the District has a telephone via the Centrex system, a minimum of
one network connection, and cable television access.
• Horace Mann High School has a distance learning lab.
• Mobile Technology (mp3 players) is beginning to be used by special education staff and
ESL instructors – 6 iPods and 6 iBook computers.
• Two iMac computers that are being used to experiment with digital video production.

Software
Software purchasing in the District largely consists of Microsoft Office Pro (including
Publisher), KidPix, a font program that includes different elementary manuscript and
cursive forms, and a very limited number of content‐specific selections such as Geometer’s
Sketchpad. Physical education classes use Fitness Gram for student fitness tracking. Staff
is becoming more and more comfortable with using technology and one goal of this plan
will be to expand the use of software programs to best enhance student learning.

Library Resources and Fixed Assets
Sue Huck, our media specialist, used Follett’s TitleWise collection analysis tool in Nov. 2009.
The results of the analysis showed that both media centers in the District have Good
integrity collections. Below are the specific results
Friendship Elementary LMC Collection Data
o Records 14,600
o Holdings 16,706
o Integrity Good (98.80%)
o Average Age 1996
o Books per Student 30.01 ( Goal of 25)

Horace Mann/ Bessie Allen LMC Collection Data
o Records 14,639
o Holdings 15,849
o Integrity Good (94.48%) Analysis ID – 691026
o Average Age 1988
o Books per Student 21.05 (Goal of 20)

The LMC collections will provide support for curriculum at all levels and offer a variety of
research and recreational reading choices for staff and students. The District is
investigating various video streaming services that will make instructional video available
to staff on demand.

Networking and Telecommunications Capacities
• Outlook is our email software
• Skyward Grade Book 01.04.07.4 is the grading software (6‐12)
• Skyward Parent Access provides parents with student data
• Skyward base is used for discipline, attendance, medical data, food service, and
administrative practices
• TDS Metrocom provides the District’s 1x3 video and 3M internet traffic service
• NetControl is currently being used in the labs to help monitor student computer use
and enhance instruction.
• The District use products licensed by Sophos for web security, spam filtering and end
point security.
• The District is dedicated to pursing a virtual environment for server management and
utilizes VWWare Software for this purpose.
• For email data protection the District utilizes Intradyn’s (Orca) email archiving system.
• The District utilizes AlterNow for mass communication needs.
• The District utilizes School Fusion for website development and hosting.
• The District utilizes the Windows Operating System (XP) and Exchange Server. The
long‐range plan is to migrate to Windows Office 10 during the summer of 2010 and
migrate the operating system to Windows 7 during the summer of 2011.

Current Status of Curriculum and Educational Technology Initiatives in Relationship
to Educational Improvement
The curriculum of the District continues to be revised as adjustments to the requirements
of Elementary and Secondary Education Act and changes in the scheduling and
standardized test that will evolve to take the place of the current Wisconsin Knowledge and
Concepts Examination. The District is also in position to adopt the National Common Core
Standards when they become available.

Technology has become a strength of the District in the past three years, and due to the
stability of the infrastructure, efforts to integrate technology into the curriculum have
become more and more successful. Significant infrastructure upgrading was completed
during the past three years, and a comprehensive long range plan was implemented to
keep the infrastructure of technology in the District stable and adequate for staff and
student needs. The improved functionality of the network and up‐dated desktop work
stations (purchased on a four year lease – due in 2012) have had a positive impact in
continuing the level of confidence necessary for staff training on technology integration to
be successful. Staff development plans include significant work in technology literacy over
the next several years to better serve students.

As more technology is integrated into the curriculum, the technology committee will be
reviewing the need to revise outcomes in middle school technology and the high school
business department courses related to technology. In anticipation of more use of
technology by all students, consideration will be given to moving the keyboarding course,
currently taught in the middle school, to the elementary level. In addition, the curriculum
will need to be continually enhanced and integrated into all curricula.

The School District of North Fond du Lac continually evaluates and revises the 4K‐12
curriculum with respect to student achievement. This review process is designed to
include the teaching of skills in technology as well as the integration of technology as part
of the overall analysis.

Review of Existing Professional Development Activities and Structures
The District is focused on professional development activities that advance the
development of a Professional Learning Community and implementation of the rigor,
relevance and relationship concept. Professional development occurs during two in‐
service days and nine early release afternoons scheduled throughout the school year.

The professional development activities are focused on developing collaborative teams
throughout the District. These teams are charged with the following tasks:
• Analyzing data to determine student success and making appropriate curricular
adjustments based on that analysis.
• Articulating the curriculum in a specific content area from 4K‐12 in order to avoid
redundancy and/or omissions.
• Integrating technology into the curriculum to provide differentiated learning at
appropriate student levels.
• Discussing and developing the most effective instructional strategies for concepts
taught.
• Improving teacher skills and knowledge through the pursuit of professional reading,
workshops, collegial sharing, and discussion.
• Reviewing instructional materials, including software, and formulating
recommendations for purchase.
• Focusing on collaborative efforts with their entire building in specified content
areas each year, focused on Curriculum and Instruction, Culture, Collaboration,
Connections, and Continual Development.
• Providing leadership on various initiatives throughout the District.

Professional development opportunities, in the form of graduate courses and workshops,
are offered regularly by the District. An average of two opportunities (per year) have been
offered on‐site to staff members during the past several years. All on‐site opportunities are
offered at no cost to District personnel.

Assessment of Current Staffing – Technology and Media
Current staffing related to technology in the District is as follows:
• Technology Coordinator/On‐site support (contracted through Heartland – hourly)
• Technology Internship (3 days a week – through UW‐Oshkosh)
• Technology Instruction (combined K‐12 FTEs) 1.5
• Library Media Specialist (combined K‐12 FTEs) 1.0
• Library Media Aide 1st – 5th grade 0.8
• Library Media Aide 6 – 12 grade
th th 0.8

The staffing of the information management and technology is currently meeting the needs
of the District. With the infusion of adult and 8th grade technology literacy and the
expectations of more varied and infused technology skills in curriculum, staffing will need
to be addressed to best help the students succeed.

Current Goals and Action Plans
The IMTC has established four static goal areas that will maintain through each subsequent
IMTP. Each goal are will be made up of objectives. Each objective will have a developed
time line, budgetary needs, and a measurement tool – not included in this plan but
developed as the objectives are carried out and implemented. It is the intent of the IMTC to
continually evaluate the progress of each of these goals (collect evidence), continually
adjust the goals as necessary, and formulate and develop long range goals and objectives to
transform the District into a leader information management and technology education.

Goal #1: Student Achievement
All students will experience a quality, standards based, technologyinfused education
that maximizes learning and encourages and enhances (most important skills
identified by ground breaking study – “Are They Really Ready to Work”):
• oral communications
• written communications
• professionalism/work ethic
• critical thinking/problem solving
• teamwork/collaboration

Objectives:
1.1 Justify technology purchases by linking intended use to District content area standards and
curriculum
1.2 Identify reliable technology that will engage students in learning and help all students reach
the District’s curriculum.
1.3 Pilot “grassroots technology” concept to best support educator‐initiated use of technology
to help students achieve learning objectives.
1.4 Develop a plan to implement “grassroots technology,” based on needs and how to
implement the technology into student‐based learning.
1.5 Redesign District’s curriculum to ensure the teaching of technology and information
management skills at every grade level (along with eliminating redundancy).
1.6 Expand the use of the Distance Learning Lab to enhance course offerings at the high school
and explore other types of programming for middle and elementary students.
1.7 Assess the opportunities students have for use of technology in learning to ensure equal
access for all students.
1.8 Create new courses for enhancement of technology at all grade levels.

Goal #2: Staff Effectiveness, Proficiencies, and Access
All staff will have immediate access to the technology needed to develop the skills necessary to
effectively enhance student learning as well as their own personal and professional growth.
Objectives:
2.1 All staff will demonstrate skills of minimum technology proficiencies.
• Establish standards for teacher proficiency in technology – including individual and
infusion into daily teaching.
• Develop timeline/ training programs for acquiring and demonstrating those
proficiencies.
2.2 Develop and provided staff development opportunities for information management and
technology literacy.
2.3 Develop and implement a data collection tool (using Survey Monkey) to establish
educator/administrator proficiency levels and needs related to the use of technology in the
classroom and as a professional.
2.4 Review and up‐date technology policies as needed.
2.5 Continue to use technology to foster communication between staff‐staff, staff‐student, and
staff‐community. Utilizing email, websites, Skyward reporting systems, etc.

Goal #3: Information Resources and Learning Tools
All staff, students, and community members will have access to the learning tools and
information resources necessary to search, evaluate, analyze, manage, manipulate,
communicate and construct information and knowledge in the teaching and learning
environment.
Objectives:
3.1 Update library circulation and catalog system to meet the curricular needs of students
3.2 Provide AV materials in modern formats
3.3 Continually analyze library collections as to currency and relevancy to independent
learning and the District’s curriculum.
3.4 Investigate video on demand technology.
3.5 Investigate and utilize digital audio technologies
3.6 Inform stakeholders of resources available in the LMC
3.7 Create on‐line data base of links of high‐quality educational data bases (purchase) for
student research
3.8 Develop and maintain an interactive, comprehensive website for the District and each
school.
3.9 Investigate utilizing the District website and web 2.0 tools as a possible online curriculum
delivery system.
3.10 Continue to upgrading of hardware and software within the District to improve
collaboration, communication, information management and adult literacy as specified in
the Wisconsin Administrator, Pupil Services, and Teacher Standards.
• Provide each classroom with a projector and document camera.
• Investigate, purchase and implement the use of “smart board” technologies.

Goal #4: Support Systems and Leadership
The School District of North Fond du Lac will put in place the necessary staffing, policies,
procedures, communications systems, infrastructures and resources to ensure that the
districts media and technology enables all students reach high academic standards.
Objectives:
4.1 Up‐date and replace hardware as necessary. Maintain the District’s technology leasing
plan.
4.2 Evaluate the effectiveness and cost of Heartland on a yearly basis, investigating different
ways to best, and most affordably meet the technology needs of the District. The goal is to
achieve stability in our network and assure that desktop units will function at maximum
efficiency in order to assist teachers in using technology as a means of communication with
students, parents, and colleagues as well as a supplement to instruction.
4.3 Continue to provide students and staff with equity of access to hardware and software
programs.
4.4 Continue to review all types of technology as potential tools for the enhancement of
instruction.
4.5 Investigate and develop a secure wireless Internet environment.
4.6 Purchase and utilize mobile labs and communication devices.
4.7 Continue training for all staff members in order to have them achieve proficiency in using
and integrating technology to increase student achievement.
4.8 Develop and implement policy for use of cell phones and data exchange for school
personnel.

Monitoring, Evaluating, and Revising Educational Technology Plans
Monitoring and Evaluation Process
The District technology plan will be monitored and evaluated by a variety of personnel and
teams utilizing a shared decision‐making model. The District Administrator and
Technology Coordinator will oversee the assignment of various monitoring tasks to the
following teams:

Technology Team
• Purpose: Oversee District technology needs
• Chairpersons: Technology Coordinator & District Administrator
• Membership: Representatives of staff and community
• Meetings held monthly (second Thursday)
4K‐12 Curriculum Articulation Teams
• Purpose: Oversee District curricula
• Chairpersons: District Administrator & Principals
• Membership: Representatives of all grades/courses K‐12
• Meetings held throughout the school year as scheduled by teams
Board of Education
• Purpose: Establish and oversee District policies
• Chairperson: Board President
• Membership: Five community members
• Meetings are held monthly
Administrative Team
• Purpose: Coordinate and implement District policies; oversee operations of the
District
• Chairperson: District Administrator
• Membership: All building principals, Buildings and Grounds Supervisor, Special
Education/Alternative Education, Director/Business Manager
• Meetings are held weekly

Incorporation of Evaluation Information for Ongoing Planning
The Technology Plan developed for the School District of North Fond du Lac is designed to
improve student achievement and staff expertise and instructional integration in the area
of technology. The Technology Team, and the other teams listed above, will use various
data available through instruments such as Survey Monkey, staff surveys and assessment
instruments, student assessment data, and the goals of the plan itself to monitor progress
and make appropriate adjustments. Revisions will be made as necessary in response to
trends in appropriate data.

The Board of Education, the Administrative Team, and the Technology Team will be
responsible for decisions related to budgeting, evaluation, staff development, curriculum
and management and implementation of the District Technology Plan.

Process for Reporting to Stakeholders
Stakeholders will receive information on the District Technology Plan in the following
manner:
• The Administrative Team and/or the Technology Team will report to the Board of
Education periodically.
• The Technology Plan will be linked to the District website for public viewing.
• All staff members will receive information on the contents of the plan, the persons
responsible for implementation, and the necessity of continuous evaluation for
improvement.
• Members of the Technology Team will be available to speak to various parent
organizations within the District regarding the implementation of the Technology
Plan.
• Information about technology will be included in reports to parents, the District
newsletter and on the District website.

Process and Timeline for OnGoing LongTerm Planning
The District Technology Team will implement the following process for continuous
planning:
• The Technology Plan will be reviewed and updated annually.
• Technology Team members will gather input from the constituents they represent
and present it annually to the entire Team for use in revision.
• The 4K‐12 Curriculum Teams will monitor the implementation of the curricular
portions of the Plan and provide feedback to the Technology Team on the
appropriateness and level of success for these activities on an annual basis.
• Technology Team members will be encouraged to attend conferences and
workshops related to innovative technology applications for schools and report to
the entire team on new ideas gained through this attendance as well provide
recommendations for potential modifications to the District Technology Plan.

Adult Literacy
The School District of North Fond du Lac greatly values the involvement of the community in the
District, and endeavors to enhance the connection between the schools and the community via
technology. Technology is currently being used to enhance parental communication with the
school via e‐mail, and the Family Access Program which allows real‐time viewing of grades,
attendance, food service information, and behavioral data. The District is looking at a new tool for
disseminating information via the North Fond du Lac School District website and if possible
through bulk mailing. The District website provides current information about all facilities and
programs in the District. Each staff member has a website to share classroom information with
parents and the community.
Adult computer classes have been offered by District personnel several times in the past years.
While these classes were very well attended, the availability of an instructor has become a problem
in continuing this offering. The IMTC will explore various models that would allow our computer
labs to be open to the public during non‐school hours as well as a means to again offer the
computer classes. Current budget constraints, however, greatly prohibit the District’s flexibility in
this area.
The distance learning lab at Horace Mann High School has been used by various community groups
to participate in conferences and workshops. The District will continue to encourage this
community connection.
The IMTC sees the value in promoting adult literacy in technology, and hopes to explore other
means to not only increase this literacy level but also maximize the utilization of the technology
available within the District buildings.

APPENDIX A – CURRICULUM

Introduction
The information management and technology competencies will be integrated at all levels
of school district curriculum. The following are the areas of focus at each grade level to
utilize technology and information to best impact student learning and development. Each
grade level

• Media and Technology – Students will select and use media and technology to
access, organize, create, and communicate information for solving problems and
constructing new knowledge, products, and systems. Including what software is
taught at which level. Specific skills and software will be identified at each grade
level for mastery.

• Information and Inquiry – Students will access, evaluate, and apply information
efficiently and effectively from a variety of sources in print, nonprint, and
electronic formats to meet personal and academic needs.

• Independent Learning – Students will apply technological and information skills
to issues of personal and academic interest by actively and independently
seeking information, demonstrating critical and discriminating reading, listening,
and viewing habits, and striving for personal excellence in learning and career
pursuits.

• Learning Community – Students will demonstrate the ability to work
collaboratively in teams or groups, use information and technology in a
responsible manner, respect intellectual property rights, and recognize the
importance of intellectual freedom and access to information in a democratic
society.

SEE ATTACHED DOCUMENT
Appendix A
APPENDIX B – DISTRICT POLICIES
The following appendix contains all the pertinent school board approved policies for the
School District of North Fond du Lac.

Included Policies
• Use of Computer Networks (GBO)–CIPA/Internet Safety and Acceptable Use
o AUP Students
o AUP Staff
• Instructional Materials Reconsideration (KGE)
• Instructional Materials Selection and Adoption (IIAC)
• Technology Concerns for Students with Special needs (IIAG)
• Instructional Use of Computers and Computer Networks (IIBG)
• Interlibrary Loan Policy (IIAF)
• Compliance With Copyright Law
• Copyright and You
o A Summary of Copyright Law for School District of North Fond du
Lac Employees

Use of Computer Networks (GBO) – CIPA/Internet Safety and Acceptable Use
SECTION: G PERSONNEL
DIVISION: GB COMPUTERS & NETWORKS
POLICY: GBO USE OF COMPUTERS AND COMPUTER NETWORKS

APPROVED 11/23/1998
REVISED 2/22/2010

The School District of North Fond du Lac will make computers and computer networks, including the Internet,
available to students and staff as necessary to support the district's educational mission and to promote learning by
facilitating resource sharing, innovation and communication. School district staff shall help and guide students as
they develop the intellectual skills needed to select from among information sources, to identify information
appropriate to age and developmental levels and to evaluate and use information to meet educational goals. The
school district does not assume responsibility for the accuracy or quality of information obtained through use of its
technology services.
The District will create appropriate use policies (AUP) and develop curricula that are consistent with the
Broadband Data Improvement Act of 2008 promoting online safety in schools which states, “as part of its (school’s)
internet safety policy is educating minors about appropriate online behavior, including interacting with other
individuals on social networking websites and in chat rooms and cyber bullying awareness and response,”
All persons accessing information via school district networks or using computer software provided by the district
shall comply with applicable provision of all use and license agreements. Prohibitions include, but are not limited
to, violation of any federal, state or local regulation, reception and/or transmission of threatening or obscene
material, or material protected by trade secrets. All users will comply with legal requirements regarding the use,
reproduction and distribution of copyrighted works.
The district shall retain ownership and possessor control of its computers, hardware and software at all times. All
users of computers and computer networks will be informed that they are public in nature and are accessible and
used by a variety of people in a variety of locations and consequently nothing put on them shall be considered
private. The district reserves the right to review any material stored on servers or transmitted via network
resources.
The superintendent, or designee, shall establish rules to regulate the type of use of networks that will be permitted,
or prohibited, in such a manner as to make the most effective educational use of computers and network resources.
Only properly licensed software, audio or video media which is legal is to be available on district maintained
servers. The district will attempt to restrict access of district computers from network sites that do not further
educational performance standards.
Librarians shall be responsible for ensuring that school computer networks of the libraries are being used in
accordance with policies and rules. Teachers and instructional assistants shall assure proper use of computer
networks by students under their supervision. Teachers shall inform their students of the legal requirements
regarding the use, reproduction, and distribution of copyrighted materials.
Students and staff may have access to district computer networks only after signing an agreement to use the
technology in accordance with established district requirements. Network users are ultimately responsible for
their actions in accessing network services and for adhering to district use policies.
Student or employees who violate this policy or established rules for computer usage are subject to discipline in
accordance with established procedures. Others who violate this policy or established rules may have their access
privileges revoked. Legal or insurance protection will not be extended to employees who violate copyright laws.

LEGAL REFERENCES:

CROSS REFERENCE: IIBG

Internet Acceptable Use Policy (Student)
2009 2010

Computer (including handhelds and peripherals), network, and Internet access is a privilege available to students in the
School District of North Fond du Lac. The District’s goal in providing this service is to promote educational excellence by
facilitating resource sharing, innovation, and communication. The following guidelines are provided so that students are
aware of the responsibilities required to use this technology. Please read this document carefully and sign at the bottom.
Computer use at school may be revoked (and other disciplinary action can be administered) if a student does not adhere
to the guidelines below.

1. Acceptable Use: My use of computers, the Internet, and the school network must be in support of education and
research within the educational goals and objectives of the North Fond du Lac School District. Transmission of any
material in violation of any U.S., state, or school regulations are prohibited. This includes copyrighted material,
threatening or obscene material, or material restricted by school policy or staff. The school network includes the use of
school computers (including handhelds), and computer peripherals, as well as the use of school network services such as
the Internet, school e‐mail / web services accounts, and network file folders.
Students should have no expectation of computer privacy, as the school may monitor computer, email, and Internet
use.

2. Personal Responsibility: As a member of my school community, I will accept responsibility for proper use of school
technology and for reporting any misuse of technology. My use of school technology will meet the guidelines below:
• I will respect the privacy and dignity of students and teachers at all times. I will not use, copy, or delete another
user’s files, folders, or passwords.
• I will keep my own passwords private and I will not share passwords with a friend.
• I will use appropriate language by refraining from the use of profanity or insulting language. Offensive messages
that originate outside of school, but disrupt the school’s educational process may be subject to school
consequences.
• I will respect school equipment, including an absence of vandalism or computer viruses.
• I will only use software that is pre‐approved by the administration of The School District of North Fond du Lac.

3. Internet Safety: the Internet provides opportunities to access new resources, but it also provides unique risks to
students. The School District of North Fond du Lac provides filtered access to the Internet on nearly all school computers,
but to ensure my safety on the Internet, I will follow the guidelines below:
• I will not give out on the Internet personal information such as my full name, phone number, or address.
• I will not give out on the Internet personal information about someone else such as his or her name, phone
number, or address.
• I will not correspond or meet with someone through the Internet without the pre‐approval of a teacher.
• I will only access or download sites appropriate for school classes or activities.
• I will immediately report any technology use that makes me uncomfortable or violates school policies.

4. EMail/Communication Safety: E‐mail and other online communication services provide opportunities for students,
but they require careful use. I will follow the guidelines below when using school computers/accounts:
• I will only use an e‐mail account at school with the prior permission of a teacher and will get permission from a
teacher each time I use e‐mail at school. Instant messaging and chat rooms are prohibited.
• I will adhere to all of the aforementioned guidelines in this Acceptable Use Policy when using a school provided
e‐mail account or other school provided computer service at school or another location in the School District.
• I understand that my activity on the internet and e‐mail is filtered or monitored and I take full accountability for
the emails I send or receive and the websites that I access.

By signing below, I understand and agree to the provisions and conditions of this contract.
Both student and parent must sign and return this form to the appropriate North Fond du Lac School.

Student Name (Print clearly):______________________________________________________ Grade: ____

Student Signature: _______________________________________________________________ Date: ________

Parent Signature: ________________________________________________________________ Date: ________
Internet Acceptable Use Policy (Staff)
2009 2010

In recognition of the District’s policies, procedures, and user agreement regarding the use of
computers/computer networks and the use of the Internet and District E‐mail/cc: mail, the parties
agree that:

• Personal use by bargaining unit members of the District’s computers/Internet/E‐mail shall
be allowed only on an occasional basis of the duty day, during the duty‐free lunch period, or
during non‐student contact time so long as such occasional use does not interfere with the
operation of the School District or performance of contracted responsibilities. Personal use
shall conform in all respects to the policy/procedure/agreement governing
computer/Internet/E‐mail usage, as well as the Working Agreement.
• The Association shall be permitted to use the School District computer system/Internet/E‐
mail for Association business related to its obligation as the exclusive bargaining
representative on the same basis as set forth above for personal use.
• Network users will be ultimately responsible for their actions in accessing network services
and for adhering to District policies. Any violation of District policies, procedures or
guidelines will result in the revocation of access privileges and may result in further
discipline, including suspension, depending on the nature of the network misuse. Misuse of
the District technology includes, but is not limited to:

o Placement of unlawful, inappropriate or objectionable information or language into
the District network system or any component part;
o Accessing information in a manner not authorized by the District;
o Any deliberate attempt to harm or destroy District data, software, or hardware; or
o Performing activities not compatible with the general welfare of District students,
employees, and other community members.

• It is the responsibility of each network user to provide for reasonable care of the District’s
technology in that individual’s possession or while being used by that individual. Users
assume all responsibility for damage to the District’s technology equipment and software
caused by negligent or improper use.

The following specific behaviors will not be tolerated on District computers. This is not intended to
be an exclusive or exhaustive list:

1. Accessing, displaying or distributing obscene, offensive or pornographic messages or
pictures;
2. No abusive, profane or obscene language;
3. Harassing, discriminatory, insulting or attacking others, or engaging in criminal behavior;
4. Use of the internet for purposes of no clear educational value (e.g. entering chat rooms or
downloading/playing games;
5. Engaging in practices that threaten the District network (e.g. loading files that may
introduce a virus) or damaging or disabling the property of other persons or organizations;
6. Violating copyright laws and other intellectual property laws;
7. Using another person’s password for accessing the network system;
8. Trespassing in another’s folders, documents or files;
9. Solicitation of non‐district business or any use of the district network for personal gain is
prohibited.
10. Intentionally wasting limited resources;
11. The buying or selling of goods or services over the network;
12. No messages with derogatory or inflammatory remarks about an individual’s race, age,
disability, religion, national origin, physical attributes, or sexual preference shall be
transmitted;
13. Electronic media may also not be used for any other purpose that is illegal or against district
policy or contrary to the district’s best interest.

Communications:
1. Any messages or information sent by an employee to another individual outside of the
district via an electronic network (e.g., bulletin board, online service or Internet) are
statements that reflect on the district. While some users include personal “disclaimers” in
electronic messages, there is still a connection to the district, and the statements may be
tied to the district.
2. Each employee is responsible for the content of all text, audio or images that they place or
send over the district’s network.
3. No network communication may be sent which hides the identity of the sender or
represents the sender as someone else or someone from another district.
4. All messages communicated on the district’s network should contain the employees’ name.
5. Any communication sent by an employee via the district’s network may not disclose any
confidential or proprietary district information.

Software:
To prevent computer viruses from being transmitted through the district’s network, there will be
no unauthorized downloading of any software. All software downloaded must be registered to the
district. Employees should contact a building office if they have any questions.

Copyright issues:
1. Employees on the district’s network may not transmit copyrighted materials belonging to
entities other than this district.
2. All employees obtaining access to other companies’ or individuals’ materials must respect
all copyrights and may not copy, retrieve, modify or forward copyrighted materials, except
with permission, or as a single copy for reference only.
3. Failure to observe copyright or license agreements may result in disciplinary action in
accordance with established procedures.
Security:
1. The district routinely monitors usage patterns for network communications. The reasons
for this monitoring are many, including cost analysis/allocation and the management of the
district’s gateway to the Internet.
2. All messages created, sent, or retrieved over the district’s network are the property of the
district and are considered public information.
3. The district reserves the right to access and monitor all messages and files on the district’s
network.
4. Employees should not assume electronic communications are totally private and should
transmit highly confidential data in other ways.
Instructional Materials Reconsideration (KGE)
SECTION: K ‐SCHOOL‐COMMUNITY RELATIONS
DIVISION: KL ‐PUBLIC COMPLAINTS
POLICY: KLB ‐PUBLIC COMPLAINTS ABOUT CURRICULUM OR
INSTRUCTIONAL MATERIALS

This procedure is established for processing and responding to the criticism of approved materials by citizens
of the District. In order to safeguard the opinions and judgments of those persons in our school community
not directly involved with the selection process, including school personnel, the following procedures will be
followed in handling public complaints regarding materials used in the schools.

Citizens of the school district may register criticism of materials being used with the building principal, a
teacher or librarian. At that time the materials in question may be discussed between the parties involved.

Following that meeting, all further criticism shall be in writing using the “Request For Reconsideration of
Educational Materials” form (copy is attached to this document). This request shall be signed and
identification given by the complainant to assure a proper reply can be made. The signed request shall be
given to the administrator of the school who shall make a photo static copy for the complainant, if need be.
The person or persons registering the complaint will be given a copy of the school board policy. “Policy for
Selection of Instructional Materials and Media Center Materials."

The request shall be forwarded to the District Administrator who shall appoint a special ad hoc review
committee consisting of the following:
• The principal.
• The school librarian.
• Teacher(s) from the appropriate grade level and/or subject area.
• Others ‐ may include students, parents and others who might bring particular knowledge and
competencies to bear on the specific complaint.
• School board members should not be on this committee because of their parental review role as
stated in this procedure.

The review committee shall:
• Read and examine the materials in question.
• Check general acceptance of the materials by reading reviews.
• Weigh values and faults against each other and form opinions based on the material as a whole and
not on passage pulled out of context.
• Meet to discuss the material.
• Upon request, the committee may meet with the complainant(s) to discuss the challenged material
and their statements.
• Prepare a written statement of the committee’s decision to be submitted to the complainant(s)
within one month of the filing of the written request. Copies will be placed in the school’s office and
the District Administrator’s office.

A complainant who is not satisfied with the decision of the review committee may appeal the decision to the
District Administrator within ten days of their receipt of the committee’s decision. The Administrator shall
review the written request and the recommendations of the review committee. The Administrator may ask
for a meeting with the review Committee and/or complainant(s) to further discuss the concerns and
recommendations, should he desire. The District Administrator shall notify the complainant(s) of his
decision within one month of the receipt of the appeal.

A complainant(s) who is not satisfied with the decision of the District Administrator may appeal the decision
to the Board of Education within ten days of their receipt of the Administrator’s decision. The board shall
review the written request and the Recommendations of the Review Committee. The Board may meet with
Review Committee and/or complainant(s) to further discuss the concerns and recommendations, should they
so desire. The Board shall notify the complainant(s) of its decision within one month of the receipt of the
appeal.

Circulation of challenged materials shall not be restricted during the reconsideration proceedings. However,
written requests of individual parents for alternative reading or assignments for their child(ren) will be
honored without penalty.

The School District shall not discriminate in the selection and evaluation of the instructional and library
materials on the basis of sex, race, national origin, ancestry, creed, pregnancy, marital or parental status,
sexual orientation or physical, mental, emotional or learning disability.

LEGAL REFERENCE: Wisconsin Statutes – Sections 118.13, and 121.02(1)(h)
P.I. 9.03(1) of the Wisconsin Administrative Code

CROSS REFERENCE:


REQUEST FOR RECONSIDERATION OF INSTRUCTIONAL MATERIALS

Author

Title

Publisher (if known)

Producer

Request initiated by

Telephone Street Address

City Zip Code

Complainant represents:

Himself

Name of Organization

Identify other group

To what in the instructional material do you object? Please specify:

What do you feel might be the result of using this instructional material?

For what age group would you recommend this instructional material?

Is there anything good about this instructional material?

Did you review the entire instructional material?

What parts? _______


Are you aware of the evaluation of this instructional material by literary and educational sources?

From what source did you get your information on this material?

What do you believe is the theme of this instructional material?

What would you like your school to do about this instructional material?

I understand that this complaint will be reviewed by a special committee which will include the building
principal, the involved instructional materials staff member, two teachers and myself, as complainant.

Signature of Complainant

Date:

Received at on 20

By
(Name and Title)


Instructional Materials Selection and Adoption (IIAC)
SECTION: I ‐INSTRUCTION
DIVISION: II ‐INSTRUCTIONAL RESOURCES
POLICY: IIAC ‐LIBRARY MATERIALS SELECTION & ADOPTION

OBJECTIVES OF SELECTION
The primary objective of the school's educational media and instructional material is to implement, enrich
and support the educational program of the school. It is the duty of the school to provide a wide range of
materials on all levels of difficulty, with diversity of appeal, and the presentation of different points of view.
To this end, the Board of Education of North Fond du Lac reaffirms the objectives of the Standards of School
Media Programs, ALA 1977 and the Department of Audiovisual Instruction, and asserts that the responsibility
of the schools is:
• To provide materials that will enrich and support the curriculum, taking into consideration the
varied interests, abilities, and maturity levels of the pupils served.
• To provide a background of information which will enable pupils to make intelligent judgments in
their daily life.
• To provide materials on opposing sides of controversial issues so that young citizens may develop
under guidance the practice of critical analysis of all media.
• To provide materials representative of the many religious, ethnic, and cultural groups and their
contribution to our American Heritage.
• To place principle above personal opinion and reason above prejudice in the selection of materials of
the highest quality in order to assure a comprehensive collection appropriate for the use of the
material and media.

RESPONSIBILITY FOR SELECTION OF MATERIALS
The North Fond du Lac Board of Education is legally responsible for all materials relating to the operation of
the District's schools. The responsibility for the selection of instructional materials is delegated to the
professionally trained personnel employed by the school system. Selection materials involves many people;
principals, teachers, supervisors and media specialists. The responsibility for coordinating the selection of
instructional materials and making the recommendations for purchase rests with the professionally trained
media specialists, instructors, subject specialists, and administrators.

CRITERIA FOR SELECTION OF INSTRUCTIONAL MATERIALS
Needs of the individual school based on knowledge of the curriculum and of the existing collection are given
first consideration. Materials for purchase are considered on the basis of:
• Overall purpose
• Timeliness of permanence
• Importance of the subject matter
• Quality of the writing/production
• Readability and popular appeal
• Authoritativeness
• Reputation and significance of the author/artist/composer/producer, etc.
• Format and price
Requests from faculty and students are given consideration.

PROCEDURES FOR SELECTION
In selecting materials for purchase, the media, and instructional personnel and other staff evaluates the
existing collection and consults:
• Reputable, unbiased, professionally prepared selection aids.
• Specialist from all departments and/or all grade levels.
• Media/instructional with the approval of the principal (administrator)may appoint an advisory
committee for the selection of materials.

In specific areas the medial specialist follows these procedures:
• Gift materials are judged by basic selection standards, and are accepted or rejected by those
standards.
• Multiple items of outstanding and much in demand media are purchased as needed.
• Worn or missing standard items are replaced periodically.
• Out‐of‐date or no longer useful materials are withdrawn from collection.
• Sets of materials and materials acquired by subscription are examined carefully, and are purchased
only to fill a definite need.
• Sales representatives and distributors of materials must have permission from the district
administrator’s office before going into any of the schools for the first time.

PROCEDURES FOR HANDLING COMPLAINTS
Occasional objections to a selection will be made by the public, despite the care taken to select valuable
materials for student and teacher use and the qualification of persons who select the materials. The
principles of the freedom to read and of the professional responsibility of the staff shall be defended.

A file is to be kept on materials questioned or considered controversial. If a complaint is made, the
procedures for the staff to follow are:
• Be courteous, but make no commitments.
• Invite the complainant to submit a formal complaint in writing and offer him/her a copy of A Request
for Reconsideration of Instructional Material for such a submittal.
• Inform the school's administrator immediately and submit to the office a written note including the
name of the complainant and his/her address and the name or title of materials within one school
day.

A selected committee will:
Read and examine materials referred to it.
Check general acceptance of the materials by reading reviews.
Meet to discuss the material and prepare a report on it.
File a copy of the report in the school and administrative offices.
The administrative staff, with the media/library staff, will formulate a specific complaint procedure to
implement this policy.
Circulation of challenged materials shall not be restricted following the receipt of the verbal or written
complaint and during subsequent hearings. However, written requests of individual for alternative reading
or assignments for their child will be honored without penalty.

The School District shall not discriminate in the selection and evaluation of instructional and library materials
on the basis of sex, race, national origin, ancestry, creed, pregnancy, marital or parental status, sexual
orientation, or physical, mental, emotional or learning disability.

LEGAL REFERENCE: Wisconsin Statutes Sections 118.13, and 121.02(1)(h)
P.I. 9.03(1) of the Wisconsin Administrative Code

CROSS REFERENCE: KLB Public Complaints about Curriculum or Instructional Materials
Technology Concerns for Students with Special needs (IIAG)
POLICY: IIAG ‐TECHNOLOGY CONCERNS FOR STUDENTS WITH SPECIAL NEEDS

TECHNOLOGY CONCERNS FOR STUDENTS WITH SPECIAL NEEDS
POLICY STATEMENT
A. The School District of North Fond du Lac shall provide special education and related services
designed to meet the unique needs of each student with a disability, based on his/her individualized
education program (IEP), as required by law.

B. The term “related services” means transportation and such developmental, corrective and other
supportive services as required for the student with a disability to benefit from special education.
“Assistive technology devices and services” would clearly be a functional part of the services defined.
An “assistive technology device” means any item, piece of equipment, or product system, whether
acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or
improve functional capabilities of students with disabilities. “Assistive technology service” means
any service that directly assists a student with a disability in the selection, acquisition or use of an
assistive technology device. The term includes:

1. Evaluation of needs of a student with a disability, including a functional evaluation of the child’s
customary environment;
2. Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by
students with disabilities;
3. Coordinating and using other therapies, interventions, or services with assistive technology
devices, such as those associated with existing education and rehabilitation plans and programs;
4. Training or technical assistance for a child with a disability or, if appropriate, that child’s family;
and
5. Training or technical assistance for professionals, employers, or others who provide services to,
employ, or are otherwise substantially involved in the major life functions of students with
disabilities.

C. Those students having special needs but not requiring a formal IEP according to law, which may
include but are not limited to migrant students, homeless students, students living with poverty, and
English Language Learners, will also be considered for assistive technology devices and/or services.
These needs and solutions could be included in a Section 504 plan.

POLICY PROCEDURE
A. A student’s need for assistive technology shall be determined on a case‐by‐case basis. The IEP team
“considers” the need for assistive technology at every IEP meeting. If the IEP team determines that a
particular assistive technology item is required for the student to benefit from his/her education
program, the technology must be provided to implement the IEP. The District will access assistive
technology from the CESA6 Media Center for “trial Use” by the student. If the assistive technology
proves beneficial to the functional capabilities and is necessary for fulfillment of the IEP , then the
district will provide for the assistive technology to be permanently places with the student.

B. Assistive technology may be provided as special education, related services, or supplemental aids
and services for students with disabilities who are educated in regular classes.

C. The District is responsible for evaluation in areas in which assistive technology may be a factor.
Determination of need for assistive technology will be determined by the following criteria:
1. Identification of difficulty the student is experiencing and discussion of possible causes for the
difficulty. This includes a review of existing information and data. During this review the IEP
Team decides other information necessary to make an informed decision about the need for
assistive technology.
2. Team members gather baseline data if existing data does not provide all needed information.
3. The team reviews the problem that is now clearly identified, generates possible solutions, and
develops a trial plan of the solutions.
4. During a specified time frame, the trials are completed and data is collected.
5. The team analyzes new data and makes decisions about the longer term use or permanent
acquisition of one or more assistive technology tools.
6. If specific assistive technology is identified as being needed, it is written in the student’s IEP.

D. Those students having special needs but not requiring a formal IEP according to law, which may
include, but are not limited to migrant students, homeless students, students living with poverty, and
English Language Learners, will also be considered for assistive technology devices and/or services
on a case by case basis to be determined by the following criteria:
1. Identification of difficulty the student is experiencing and discussion of possible causes for the
difficulty by individuals or a team comprised of classroom or special education teacher, guidance
counselor, librarian, district technology coordinator, and/or building principal. This includes a
review of existing information and data. During this review a team decides other information
necessary to make an informed decision about the necessity for assistive technology.
2. Team members gather baseline data if existing data does not provide all needed information.
3. The team reviews the problem that is now clearly identified, generates possible solutions, and
develops a trial plan of the solutions.
4. During a specified time frame, the trials are completed and data is collected.
5. The team analyzes new data and makes decisions about the longer‐term use or permanent
acquisition of one or assistive technology tools.
6. If specific assistive technology is identified as being needed, a request is made of the district
technology coordinator for consideration and procurement. The District may call upon their
technology contractor or the CESA 6 Media Center, which provides a loan bank of a wide variety
of assistive technology tools. The Wisconsin Assistive Technology Initiative Statewide Lending
Library located in Oshkosh is an alternative source of assistive technology.

LEGAL REFERENCE:

CROSS REFERENCE:
Instructional Use of Computers and Computer Networks (IIBG)
SECTION: I ‐INSTRUCTIONAL
POLICY: IIBG ‐INSTRUCTIONAL USE OF COMPUTERS AND COMPUTER NETWORKS

APPROVED 11/23/1998
REVISED 2/22/2010

The School District of North Fond du Lac will make computers and computer networks, including the Internet,
available to students and staff as necessary to support the district's educational mission and to promote learning by
facilitating resource sharing, innovation and communication. School district staff shall help and guide students as
they develop the intellectual skills needed to select from among information sources, to identify information
appropriate to age and developmental levels and to evaluate and use information to meet educational goals. The
school district does not assume responsibility for the accuracy or quality of information obtained through use of its
technology services.
The District will create appropriate use policies (AUP) and develop curricula that are consistent with the
Broadband Data Improvement Act of 2008 promoting online safety in schools which states, “as part of its (school’s)
internet safety policy is educating minors about appropriate online behavior, including interacting with other
individuals on social networking websites and in chat rooms and cyber bullying awareness and response,”
All persons accessing information via school district networks or using computer software provided by the district
shall comply with applicable provision of all use and license agreements. Prohibitions include, but are not limited
to, violation of any federal, state or local regulation, reception and/or transmission of threatening or obscene
material, or material protected by trade secrets. All users will comply with legal requirements regarding the use,
reproduction and distribution of copyrighted works.
The district shall retain ownership and possessor control of its computers, hardware and software at all times. All
users of computers and computer networks will be informed that they are public in nature and are accessible and
used by a variety of people in a variety of locations and consequently nothing put on them shall be considered
private. The district reserves the right to review any material stored on servers or transmitted via network
resources.
The superintendent, or designee, shall establish rules to regulate the type of use of networks that will be permitted,
or prohibited, in such a manner as to make the most effective educational use of computers and network resources.
Only properly licensed software, audio or video media which is legal is to be available on district maintained
servers. The district will attempt to restrict access of district computers from network sites that do not further
educational performance standards.
Librarians shall be responsible for ensuring that school computer networks of the libraries are being used in
accordance with policies and rules. Teachers and instructional assistants shall assure proper use of computer
networks by students under their supervision. Teachers shall inform their students of the legal requirements
regarding the use, reproduction, and distribution of copyrighted materials.
Students and staff may have access to district computer networks only after signing an agreement to use the
technology in accordance with established district requirements. Network users are ultimately responsible for
their actions in accessing network services and for adhering to district use policies.
Student or employees who violate this policy or established rules for computer usage are subject to discipline in
accordance with established procedures. Others who violate this policy or established rules may have their access
privileges revoked. Legal or insurance protection will not be extended to employees who violate copyright laws.

LEGALREFERENCES:

CROSS REFERENCE: GBO
INTERLIBRARY LOAN (IIAF)
POLICY: IIAF ‐LIBRARY MATERIALS – INTERLIBRARY LOAN

Interlibrary loan is the procedure by which one library may request and borrow materials from another
library. The purpose of Interlibrary loan is to provide a larger range of materials to meet informational needs
otherwise not presently available and should not be viewed as a substitute for collection development.
Although this policy is voluntary, it is based on the premise that it is in the best interest of the students of the
North Fond du Lac School District that individual libraries collectively share their resources to further
enhance the educational needs of their administration, faculty, and students.

SCOPE
1. All types of materials regardless of format may be requested from a North Fond du Lac School District
library. The lending library will determine in each case whether the materials can be supplied.
2. Although the requested material may currently have an "in" status, it is not mandatory that the material
be provided if the librarian considers it to be an item that will be used in the near further by a student or
faculty member on that campus.
3. Popular items are often in demand and not always available through interlibrary loan. The needs of the
lending library must be considered as first priorities.
4. All materials will be handled in compliance with current copyright regulations.

RESPONSIBILITIES OF THE BORROWING LIBRARY
1. Local resources should be examined carefully before placing a request.
2. Materials requested from another library should generally not include items for which there is a
recurring demand by the patrons of the borrowing library. Each library should provide resources to
meet the primary needs of their students.
3. Requests will be placed in writing and may be transmitted by an electronic network.
4. All materials should be packaged for shipping to prevent damage.
5. The borrowing library must adhere to and inform its patrons of the existing copyright laws.
6. The borrowing library should request that materials be renewed before the due date.
7. The borrowing library must make certain that the materials are returned by the specified due date
established by the lending library and respond immediately if the materials are recalled by the lending
library.
8. All materials should be returned on time and in good condition. The borrowing library is responsible for
the materials from the time they leave the lending library until they are returned to the lending library.
9. The postage for returning materials is the responsibility of the borrowing library.
10. The cost of replacement or repair of an item is the responsibility of the borrowing library in agreement
with the preference of the lending library.

RESPONSIBILITIES OF THE LENDING LIBRARY
1. The lending library should process all requests in a timely manner.
2. The borrowing library must be informed promptly when the lending library is unable to satisfy a request.
3. The lending library should include a copy of the request with the materials sent to a borrowing library.
4. The postage for sending materials is the responsibility of the lending library.
5. The lending library must follow all copyright regulations.
6. A due date should be placed on the requested materials by the lending library.
7. Overdue fines will be charged in compliance with the policy of the lending library.
8. Materials may be recalled at any time from the borrowing library.

LEGAL REFERENCE: Wisconsin Statute 121.02 (1)(h)
CROSS REFERENCE:
COMPLIANCE WITH COPYRIGHT LAW
The BOARD of EDUCATION of the School District of North Fond du Lac intends that
employees of the District abide by the provisions of the Copyright Law, Title 17 of the
United States Code. A summary of this law (as it applies to education) is entitled
“Copyright and You.”
COMPLIANCE WITH COPYRIGHT LAW
1. The procedure relative to copyright materials is set forth in the District copyright
manual entitled, “Copyright and You.” Each staff member is required to familiarize
themselves with this document and comply with the District’s copyright policies and
federal law.
2. In accordance with provisions in the manual, exclusive rights of reproduction,
distribution, adaptations, performance, and display will be granted to the creator of a
work unless:
a. Fair Use (Section 107) or Educational Exclusions (Section 110) apply;
b. Licensing agreements are obtained;
c. Written permission is granted by holder of copyright; or
d. Materials are exempt from exclusive rights specifications.
3. Employees on the District’s network may not transmit copyrighted materials belonging
to entities other than this district.
4. All employees obtaining access to other companies’ or individuals’ materials must
respect all copyrights and may not copy, retrieve, modify or forward copyrighted
materials, except with permission, or as a single copy for reference only.
5. Failure to observe copyright or license agreements may result in disciplinary action.

Copyright and You
THE SCHOOL DISTRICT OF NORTH FOND DU LAC
A SUMMARY OF COPYRIGHT LAW FOR SCHOOL DISTRICT OF
NORTH FOND DU LAC EMPLOYEES

*A special Thanks to the Watertown School District for their help.
TABLE OF CONTENTS
COPYRIGHT FOR EDUCATORS.............................................................................................................................................
.......................................................................................................................................................................................................
.......................................................................................................................................................................................................
.......................................................................................................................................................................................................
.................................................................................................................................................................................................. 45
INTRODUCTION ........................................................................................................................................................................................................ 45
ARTICLE I – THE DISTRICT COPYRIGHT GUIDLINES ....................................................................................................
.......................................................................................................................................................................................................
.................................................................................................................................................................................................. 45
SPECIFIC GUIDELINES.................................................................................................................................................................................................... 45
ARTICLE II – OVERVIEW OF FEDERAL COPYRIGHT LAW............................................................................................
.................................................................................................................................................................................................. 46
A. COPYRIGHT PROTECTION ........................................................................................................................................................................................ 46
B. WORKS PROTECTED BY COPYRIGHT ...................................................................................................................................................................... 46
C. DURATION OF COPYRIGHT PROTECTION ............................................................................................................................................................... 46
D. COPYRIGHTS IN GOVERNMENT WORKS ................................................................................................................................................................ 47
E. “FAIR USE” LIMITATION ON COPYRIGHT PROTECTION ...................................................................................................................................... 47
ARTICLE III – FAIR USES OF COPYRIGHTED MATERIALS............................................................................................
.................................................................................................................................................................................................. 48
A. LITERARY WORKS AND PRINTED MATERIALS ..................................................................................................................................................... 48
B. AUDIOVISUAL WORKS .............................................................................................................................................................................................. 49
C. COMPUTER SOFTWARE ............................................................................................................................................................................................ 50
D. MUSICAL WORKS ...................................................................................................................................................................................................... 50
ARTICLE IV – LIBRARY USES OF COPYRIGHTED MATERIALS....................................................................................
.................................................................................................................................................................................................. 51
A. REPRODUCTION AND DISTRIBUTION BY LIBRARIES............................................................................................................................................ 51
B. REQUIRED COPYRIGHT NOTICES ............................................................................................................................................................................ 52
ARTICLE V – COPYRIGHT INFRINGEMENT BY DISTRICT EMPLOYEES............................................................... 52
CONSEQUENCES OF INFRINGEMENT ........................................................................................................................................................................... 52
APPEDDIX A – HOW OBTAIN PERMISSION TO USE COPYRIGHTED MATERIALS 53
GUIDELINES FOR OBTAINING PERMISSION TO DUPLICATE ............................................................................................................... 53
LETTER OF REQUEST ..............................................................................................................................................................................................54
PERMISSION FORM...................................................................................................................................................................................................55
PERMISSION ACKNOWLEDGMENT...................................................................................................................................................................56
ADDITIONAL COPIES REQUEST ..........................................................................................................................................................................57
FOLLOWUP LETTER ...............................................................................................................................................................................................58
The School District of North Fond du Lac Copyright for
Educators
INTRODUCTION
The School District of North Fond du Lac Board of Education (“District”) is committed to
achieving full compliance among staff members and students in the District with respect to
the federal laws governing the reproduction of copyrighted materials. The administrative
policy set forth below was adopted by the Board to provide an overview of, and guidelines
for complying with, the federal Copyright Act of 1976 and applicable regulations.
This policy covers all copyrighted materials used in the District schools. All District staff
members are expected to familiarize themselves with this policy and to abide by its terms.
The Copyright Act of 1976, which is Title 17 of the United States Code, is sometimes
referred to below as the “Act” or the “Copyright Law.”

ARTICLE I – THE DISTRICT COPYRIGHT GUIDLINES
Specific Guidelines
1. Inservice Training. The District shall provide all staff members with in‐service training,
information and materials regarding the copyright law.
2. Acquisition of Rights. The District shall assist staff members in acquiring rights to
copyrighted materials.
3. Copyright Notices and Warnings. Appropriate copyright notices and warnings shall be
placed on all copying equipment.
4. Unauthorized Duplication. Duplicating copyrighted materials without permission from
the copyright holder is strictly prohibited, except under the provisions of “fair use.”
5. Prohibited Use of Equipment. Using District equipment to violate the copyright law is
strictly prohibited.
6. No Substitution for Purchase. Except as otherwise expressly permitted under this
policy, copying copyrighted material to substitute for the purchase of that material shall
be prohibited.
7. Readings and Performances. Distributing, transmitting or undertaking a reading or
performance of a copyrighted work without the copyright holder’s permission shall be
prohibited, except under the provisions of “fair use.”
8. Library and Media Specialists Responsibility. The LMS, with assistance from the
administration, shall be responsible for establishing practices in accordance with this
policy.
9. Compliance with the Act. These guidelines and the following overview of the federal
copyright law are not comprehensive, and a staff member’s familiarity with them does
not absolve the staff member from complying with all aspects of the Act.

ARTICLE II – OVERVIEW OF FEDERAL COPYRIGHT LAW
A. Copyright Protection
1. Rights of Copyright Holders. Section 106 of the Act grants copyright holders (that is,
authors and other creators and publishers) the exclusive right to do, or to allow others
to do, each of the following acts with respect to their copyrighted works:
a. Reproduce all or any part of the works;
b. Prepare new or derivative versions;
c. Sell, rent, lease, lend or otherwise distribute copies; and
d. Perform and display the works publicly.
i. Copyright infringement occurs when someone violates any of these exclusive rights.
ii. These rights are not unlimited in scope, however; one major limitation is the doctrine of
“fair use,” which is described below.

2. Commencement of Copyright Protection. The Act provides that copyright protection
begins the moment the work is created and fixed in some form; that is, it arises from the
mere creation of the work and its fixation in some tangible medium.
a. Publication is not required. Copyright protection covers both published and
unpublished works.
b. Registration is not required. Copyright protection covers works that have not
been registered with the U. S. Register of Copyrights (the “Copyright Office”)
(which is part of the Library of Congress). Registration is required, however, in
order to file a federal copyright infringement action and to recover statutory
damages or attorneys’ fees. Once the work is registered, though, the copyright
owner can institute a federal lawsuit for infringements, which occurred before
registration.
c. Copyright notice is not required since a work fixed in a tangible medium is now
protected by the Copyright Law upon creation. Copyright notice was required
before the enactment of the Copyright Act of 1976.
B. Works Protected by Copyright
1. Statutory Definition of Protected Works. Copyright protects “original works of
authorship” which are “fixed in a tangible medium of expression.”
2. Categories of Protected Works. Copyrightable works include the following broad
categories:
a. Literary works, including computer software and databases, and reference
works such as dictionaries and encyclopedias;
b. Musical, choreographic and dramatic works;
c. Pictorial, graphic and sculptural works, including maps;
d. Motion pictures and other audiovisual works, including videotapes; and
e. Sound recordings
3. Unprotected Works. Works that do not qualify for protection under the Copyright Law
are in the “public domain” and may be freely copied.
C. Duration of Copyright Protection
1. Works Created After January 1, 1978. For works created on or after January 1, 1978, the
copyright ordinarily lasts for the life of the author plus 50 years. For works made for
hire (works, for example, made by an employee for an employer), and for anonymous
and pseudonymous works, the duration of copyright is 75 years from publication or
100 years from creation, whichever is shorter.
2. Works Published or Registered Before 1978. Under the law in effect before 1978,
copyright protection for published or registered works was secured either on the date
of publication or, if the work was registered in unpublished form, on the date of
registration. The copyright term was 28 years, and was renewable for one subsequent
28‐year period. The current copyright law has extended the renewal term to 47 years
for copyrights that existed on January 1, 1978, thus extending their term to 75 years.
3. Other Works. Sections 302 through 304 of the Act govern the duration of copyright
protection for anonymous and pseudonymous works, and for works that were created,
but were not published or registered, before 1978. Since these Sections are complex, a
staff member intending to use or copy a work whose duration of copyright is not set
forth in Sections C.1 or C.2., above, should immediately contact the District Copyright
Coordinator (LM Specialist or administrative designee) for guidance in complying with
the Copyright Law.
D. Copyrights in Government Works
1. U.S. Government. Generally, the United States cannot copyright works created by the
federal government. The Act defines a “work of the United States Government” as one
that is prepared by an officer or employee of the U.S. government as part of that
person’s official duty. Such a work is considered to be in the public domain and no
copyright protection is available to the federal government or any person who
subsequently copies it. However, the U.S. government may receive and hold copyrights
that are transferred to it by assignment, bequest, gift or otherwise. The U.S. Postal
Service also may use the Copyright Law to prevent copying of postage stamp designs for
private or commercial non‐postal uses. Likewise, the Secretary of Commerce may
copyright standard reference data written by the United States.
2. State, Local and Foreign Governments. Generally, works prepared by officers or
employees of any government (except the U.S. government), including state, local and
foreign governments, are subject to copyright protection. In addition, the Copyright
Law specifies that works first published by the United Nations or any of its specialized
agencies are subject to copyright protection.
E. “Fair Use” Limitation on Copyright Protection
1. Application of Fair Use. Many provisions of the Act apply to the educational uses of
copyrighted materials, but the most generally applicable are those provisions that
establish the doctrine of “fair use,” set forth under Section 107 of the Act.
2. Fair Use Criteria. The doctrine of fair use allows the limited use of a copyrighted work,
including its reproduction, without the copyright owner’s permission for such purposes
as criticism, comment, news reporting, teaching (including multiple copies for
classroom use), scholarship and research. Section 107 establishes four basic factors,
which are considered together when determining whether or not a use constitutes a
copyright infringement:
a. The purpose and character of the use (e.g., is the copying done for
commercial or educational purposes?);
b. The nature of the copyrighted work (e.g., was the original work intended to
be a “consumable” workbook, for example?);
c. The amount and substantiality of the portion used (e.g., how much is being
copied)? How important is the copied part to the entire work? How many
copies are being made?);
d. The effect of the use upon the potential market for or value of the
copyrighted work (e.g., will the copyright owner suffer financial loss?);
No one factor is determinative of a person’s right to use a copyrighted work without
permission. Educational use alone is not sufficient to make a use a fair use. The foregoing
fair use criteria should be applied to each intended use before copying any copyrighted
materials.

ARTICLE III – FAIR USES OF COPYRIGHTED MATERIALS
A. Literary Works and Printed Materials
1. Single Copy. A staff member may make, or have made at his or her request, a single
copy of the following works for research or teaching purposes, without the copyright
holder’s permission:
a. A chapter from a book;
b. An article from a periodical or newspaper;
c. A short story, short essay or short poem; and
d. A chart, graph, diagram, drawing, cartoon or picture from a book, periodical
or newspaper.
2. Multiple Copies. A staff member may make, or have made at his or her request, multiple
copies of a copyrighted work without the copyright holder’s permission under the
following circumstances:
a. The opportunity to use the copyrighted work for maximum teaching
effectiveness does not allow enough time to receive a reply to a request for
permission before such use.
and
b. The following limits are observed when copying the types of works below:
i. A complete article story or essay must contain fewer than
approximately 2,500 words.
ii. An excerpted prose work must be no longer than approximately l,000
words or 10% of the entire work, whichever is shorter.
iii. No more than one illustration, chart, graph, diagram, drawing, cartoon
or picture is copied per book or per periodical.
iv. A poem, or an excerpt from a poem, must be no longer than 250
words and must not be printed on more than two pages.
and
c. The copying is for only one course in the school in which the copies are
made.
and
d. The original copyright notice must appear on all copies of the work.
3. Prohibitions Regarding Multiple Copying. Making multiple copies without the copyright
holder’s permission for use in a scholastic setting is subject to the following
prohibitions:
a. The copying may not be used to create, replace or substitute for anthologies,
compilations or collective works.
b. Copies may not be made of “consumable” works, including workbooks,
exercises, standardized tests, test booklets, answer sheets and the like.
c. The copying may not substitute for the purchase of books, publisher’s
reprints or periodicals.
d. The copying may not be directed by a higher authority, such as a principal or
head of a department.
e. The same staff member cannot copy, or have copied for him or her, the same
item without permission from term to term.
f. No charge shall be made to the student beyond the actual cost of the
photocopying.
g. During one class term, no more than one poem, article, story or essay or two
excerpts may be copied from works by the same author, and no more than
three works or excerpts may be copied from the same collective work or
periodical volume.
h. No more than nine instances of multiple copying of copyrighted works may
occur for one course (this prohibition and the one immediately preceding it
do not apply to current news periodicals, newspapers, and current news
sections of other periodicals).
B. Audiovisual Works
1. Permissible Copying. Copies of any of the following audiovisual works may be made by
or at the individual request of a staff member for classroom use:
a. “In house” productions;
b. Non‐copyrighted works or works in the public domain; and
c. Copies made under “permission to copy” arrangements.
2. Permissible Broadcast Copying. The following broadcast programs may be copied off‐air
by or at the individual request of a staff member for classroom use:
a. Instructional television programs (subject to the specific rights limitations);
b. Broadcast programs to be used within ten school days of the original
broadcast; and
c. Programs with specified “permission to copy” arrangements.
3. Prohibited Broadcast Copying. Notwithstanding any of the permissible uses above, the
following shall be prohibited
a. Copying from premium channels (HBO, The Disney Channel, Showtime,
Cinemax, and the like) or from non‐broadcast or cable channels (ESPN, MTV,
Nickelodeon, Arts and Entertainment, and the like);
b. Duplicating copyrighted video recordings;
c. Copying from one format to another (16mm to videotape, Beta to VHS, disc to
videotape, etc.); and
d. Copying off‐air programs for the purpose of entertainment or reward.
Rented or purchased “Home Use Only” video recordings may be used in the
classroom as part of face‐to‐face instruction only. They may not be used for
the purpose of entertainment or reward.
4. Permissible Viewing. The viewing of video recordings with “Public Performance Rights”
is not restricted.
C. Computer Software
1. Permissible Copying. The following copies of computer software may be made by or at
the individual request of a staff member:
a. Copies essential to utilizing the program in conjunction with a machine;
b. Copies necessary for archival purposes;
c. Copies of “in house” school productions; and
d. Copies of non‐copyrighted works or works in the public domain for
classroom use.
2. Prohibited Uses. No staff member may do any of the following with respect to
copyrighted software:
a. Copy copyrighted programs on District equipment without the copyright
holder’s permission;
b. Use illegal copies of copyrighted programs on District equipment;
c. Purchase programs designed primarily as “break and entry” tools with
District, state or federal funds;
d. Install single copies of copyrighted programs into more than one machine
without the copyright holder’s permission; or
e. Use “archival” copies of software as additional copies.
D. Musical Works
1. Permissible Uses. A staff member, or someone at the staff member’s request, may use
musical works in the following ways without the copyright holder’s permission:
a. Emergency copying to replace purchased copies not available “for an
imminent performance, “ provided purchased replacement copies are
substituted “in due course”;
b. “For academic purposes” other than performance, single or multiple copies,
not to exceed one copy per pupil, may be made of excerpts of no more than
10% of the whole work, provided that the excerpts do not constitute a
“performable unit” such as a movement or aria;
c. Purchased printed copies may be edited or simplified, provided that the
“fundamental character” of the work is not distorted or any lyrics altered or
added;
d. A single copy of recordings of student performances may be made for
evaluation or rehearsal purposes and may be retained by the educational
institution or individual teacher; and
e. A single copy of a sound recording of copyrighted music may be made from
sound recordings owned by an educational institution or an individual
teacher for the purpose of constructing aural exercises or examinations and
may be retained by the educational institution or individual teacher.
2. Prohibited Uses. The following prohibitions apply to the use of musical works without
the copyright holder’s permission:
a. The copies may not be used as substitutes for anthologies, compilations, or
collective works;
b. “Consumable” materials, such as exercises and tests, may not be copied;
c. No other copying is permitted for the purpose of performance, except “for an
imminent performance, “as described in Section D.1.above;
d. No other copying is permitted for the purpose of substituting for the
purchase of music, except “for an imminent performance” and “for academic
purposes”, as described in Section D.1. above;
e. No copying is permitted without including the copyright notice that appears
on the printed copy.

ARTICLE IV – LIBRARY USES OF COPYRIGHTED MATERIALS
A. Reproduction and Distribution by Libraries
1. Sources of Authority. The reproduction or distribution of a copy or phono record by a
library is not an infringement of copyright if done in accordance with the following
provisions of the Act:
a. Fair use provisions of Section 107; or
b. Library use provisions of Section 108.
2. Conditions. Under Section 108, a library or any of its employees acting within the scope
of their employment may reproduce copies of print works and phono records under
specific circumstances:
a. No more than one copy may be made at a time (“systematic” reproduction is
prohibited, such as that done to substitute for subscribing to or purchasing a
work; however, “isolated and unrelated” copies “on separate occasions” are
allowed);
b. The copying must be without any purpose or commercial advantage;
c. All copies must include a notice of copyright.
3. Permitted Purposes. Section 108 permits reproduction and distribution of copyrighted
works for the following purposes:
a. Preserving an unpublished work;
b. Replacing a damaged, lost or stolen published work;
c. Individual private study, scholarship or research by library patrons; and
d. Interlibrary loans (requests for copies must conform to the Guidelines of the
National Commission on New Technological (Uses of Copyrighted Works).
4. Limitations on the Application of Section 108. The rights of reproduction and
distribution provided to libraries under Section 108 do not apply to the following
works:
a. Musical, pictorial, graphic or sculptural works; or
b. Motion pictures or other audiovisual works other than “audiovisual works
dealing with the news.” The foregoing limitations notwithstanding, libraries
may reproduce any copyrighted work if it is necessary to preserve an
unpublished work or to replace a published work.

B. Required Copyright Notices
1. At Places Where Copy Orders are Accepted. Libraries must prominently display the
following warning of copyright at the place where orders for copies are accepted.
Verbatim adherence is required:

NOTICE

WARNING CONCERNING
COPYRIGHT LAW

The copyright law of the United States (Title 17, United States Code) governs the
making of photocopies or other reproductions of copyrighted materials.
Under certain conditions specified in the law, libraries and archives are authorized
to furnish a photocopy or other reproduction. One of these specified conditions is
that the photocopy or reproduction is not to be “used for any propose other than
private study, scholarship, or research.” If a user makes a request for, or later uses,
a photocopy or reproduction for purposes in excess of “fair use,” that user may be
liable for copyright infringement.
This institution reserves the right to refuse to accept a copying order if, in its
judgment, fulfillment of the order would involve violation of copyright law.

2. On Reproducing Equipment. Libraries must display on all of their reproducing
equipment available for unsupervised use “a notice that the making of a copy may be
subject to the copyright law. “ The Act requires no specific language for this notice.

ARTICLE V – COPYRIGHT INFRINGEMENT BY DISTRICT EMPLOYEES
Consequences of Infringement
1. No Indemnification. Under Section 895.46 of the Wisconsin Statutes, District employees
who violate federal copyright laws may be deemed to have acted outside the scope of
their employment and may not be eligible for any indemnification or legal counsel
otherwise provided by the District.
2. Penalties. District employees who infringe copyrights may be personally liable for
copyright infringement. Under Sections 502 through 506 of the Act, the penalties for
infringing a copyright include becoming subject to an injunction to stop the
infringement, payment of actual damages suffered by the copyright owner,
disgorgement of any profits made by the infringer resulting from the infringement, an
assessment of statutory damages, payment of costs and attorneys’ fees, impoundment
of copies during the pendency of an infringement suit, and destruction of copies as part
of the court’s final judgment.
APPEDDIX A – HOW OBTAIN PERMISSION TO USE COPYRIGHTED MATERIALS
GUIDELINES FOR OBTAINING PERMISSION TO DUPLICATE
1. Letter of Request
• Use letterhead/stationery.
• Include a permission form and self‐addressed postage prepaid envelope for the
copyright holder’s convenience.
• Request a reply within two weeks of the date of the letter.
2. Certified Mail, Return Receipt Requested
• Send all correspondence via certified mail, return receipt requested (with the
“sender’s receipt” date stamped by the postal service to provide proof of mailing).
• Retain copies of all correspondence and receipts.
• Establish a budget to cover postage costs.
3. Follow‐up Letter
• Required if there is no response.
• Attach a copy of the original request.
• Include another permission form with a self‐addressed postage prepaid envelope.
4. Permission Acknowledgment
• Complete this form after permission is granted, and provide this information, along
with the duplicated materials, to the user of the materials.
• Honor a copyright holder’s request for a specific bibliographic statement.
5. Additional Copies Needed Beyond the Initial Request Letter
• Use this form when further permission is required.
6. No Response From the Copyright Holder
• If a response is not received within three weeks after a follow‐up letter has been
sent, the District will proceed with using the materials until further information is
received. The District’s records will indicate an attempt to receive copyright
clearances, since all correspondence will have been sent certified mail, return
receipt requested, which provides proof that the copyright holder received the
request (assuming the receipt is signed).

LETTER OF REQUEST

Date: _____________, _____

CERTIFIED MAIL
RETURN RECEIPT REQUESTED
RECEIPT NO.

Copyrights and Permissions Editor
(Address)

Dear:
We are a state of Wisconsin school district that provides educational support for the North
Fond du Lac, Wisconsin area. We are requesting permission to duplicate materials needed
for (indicate purpose, including name of school, course and grade, instructor’s full name and
semester and year in which the material will be used).

The materials that we are interested in duplicating are:

Author:
Editor:
Title [including edition and volume]:
Copyright Date:
ISBN [for books] or ISSN [for periodicals]:
Exact pages [and complete chapters] to be duplicated:
Number of copies to be made:
Type of reprint [photocopy, audiotape, videotape, etc.]:

The duplicated materials will/will not be used with other photocopied materials.
Complete bibliographic credit will be given.

We would greatly appreciate your reply to our request by _____________, ______, so that we can
proceed with (purpose).

A self‐addressed envelope postage prepaid and a copyright permission form are enclosed
for your convenience. If there will be a fee for permission to duplicate, please advise us
immediately because limited funds are available for copyright fees. If you request a fee,
please include your social security or taxpayer identification number.

We appreciate your consideration in granting us permission to duplicate your materials to
improve our classroom instruction.

Sincerely,
PERMISSION FORM

(Address)

HAS PERMISSION TO DUPLICATE THE FOLLOWING MATERIALS:

AUTHOR:
EDITOR:
TITLE [including edition and volume]:
COPYRIGHT DATE:
EXACT PAGES and COMPLETE CHAPTERS:
NUMBER OF COPIES:
TYPE OF REPRINT [photocopy, audiotape, videotape, etc.]:

THESE MATERIALS WILL BE USED WITH OTHER PHOTOCOPIED MATERIALS.
Yes ____ No ____

COMPLETE BIBLIOGRAPHIC CREDIT WILL BE GIVEN.

This form, when properly signed, grants formal permission to duplicate the material stated
above for educational use at North Fond du Lac, Wisconsin.

AUTHORIZED SIGNATURE

X____________________________ Date: __________, _____
[Typed or Printed Name]
Title:
PERMISSION ACKNOWLEDGMENT

PERMISSION TO DUPLICATE HAS BEEN GRANTED TO THE SCHOOL DISTRICT OF NORTH
FOND DU LAC.

AUTHOR:
EDITOR:
TITLE:
COPYRIGHT DATE:
ORIGINAL SOURCE:
REPRINTED FROM:
EXACT PAGES and COMPLETE CHAPTERS:
NUMBER OF COPIES:
TYPE OF REPRINT [photocopy, audiotape, videotape, etc.]:

REPRINTED WITH PERMISSION FROM:

X____________________________________ DATE: __________, ______
[Typed or Printed Name]

ADDITIONAL COPIES REQUEST

Date: _____________, _____

CERTIFIED MAIL
RECEIPT NO.

(Address)

Dear:
In the past we have received permission to duplicate up to (number) copies of your
material on the enclosed permission form. The material is valuable for (reason).

Thank you for granting permission to duplicate your material. We again need your
permission to duplicate (number) copies of your material because (reason).
Please inform us by DATE, if possible, so that we can complete our plans to use the
material for educational purposes. For your convenience, we have enclosed a self‐
addressed, postage‐prepaid envelope in which to return the enclosed permission form.

We appreciate your consideration of this matter.

Sincerely,
FOLLOWUP LETTER

Date: _____________, _____
CERTIFIED MAIL
RECEIPT NO.

Copyright and Permissions Editor
(Address)

Dear:
We have not yet received a reply to our _________, ____ letter to you, in which we requested
your permission to use certain copyrighted material. A copy of our letter is enclosed, along
with permission form and a self‐addressed postage prepaid envelope.

As stated in our prior letter, your copyrighted material would greatly benefit our
educational program. Please consider responding by, DATE so arrangements can be
completed for using this material.

Thank you for your cooperation and prompt attention to this request.

Sincerely,



Budget – Information Management and Technology Plan(20102013)
School Year
2010-11 2011-2012 2012-2013
Software Procurement 57,000 57,000 87,000
New Skyward Applications 0 0 0
Virtual Learning Opportunities 1,000 1,000 1,000
Non-Instructional/Management/Safety Software (Agreements and Up-Dates) 50,000 50,000 80,000
Instructional Software 6,000 6,000 6,000
Hardware, Facilities & Networking 166,000 138,500 132,500

Equipment Components, Backup Tapes, Adapters, Cables, 10,000 10,000 10,000
Caching Appliance, Peripherals, USB Backup Units, etc. ---- ---- ----
Mobile Computer Labs (1 per year ) 17,000 17,000 17,000
Servers (1 per year) 3,500 3,500 3,500
Network Switches, Routers 1,000 1,000 1,000
Integrated Classroom Technology 15,000 15,000 0
Mobile Technology Purchase - mp3 player purchase 2,500 5,000 10,000
Additional or Replacement Computers (buy or lease) 84,000 86,000 90,000
WIFI District Development and Maintenance 32,000 0 0
Digital Phone Replacement 1,000 1,000 1,000
Operation, Maintenance, Upgrade, Communications 20,900 16,900 15,900

Maintenance, Support, Security (SBC Digital Phone, Building Security 10,000 6,000 5,000
Card System) ---- ---- ----
Internet Service 9,900 9,900 9,900
Develop and administer the District IMTP assessment to all stakeholders 1,000 1,000 1,000
Professional Development 2,000 2,000 2,000

User Conferences (Skyward/Sophos/BYOC/moodle/etc.) 1,000 1,000 1,000
Development and Implementation of Staff Competencies 1,000 1,000 1,000
Human Resources in Support of Information Mng. & Technology 120,000 133,500 123,000
Maintain Existing Technology Positions - Heartland/Community
Partnership 55,000 67,000 55,000
Library/Media Aides 65,000 66,500 68,000
Other 43,250 33,500 33,500
Implementing best practices 2,500 2,500 2,500
Assure instructional content 500 500 500
Explore adult and student literacy opportunities 500 500 500
School library resources 39,750 30,000 30,000
Projected Funding Sources
Total 409,150 381,400 393,900
District Budget 214,070 303,150 314,700
ERate 5,800 6,000 7,000
Title I 0 0 0
Title II, Part A: Education Train 0 0 0
Title II, Part B: Math/Science Ptr 0 0 0
Title II, Part D: Ed Tech 1,280 1,250 1,200
Title III 0 0 0
Title IV 0 0 0
Title VI 0 0 0
IDEA 21,000 21,000 21,000
Cy Pres Award 114,000 0 0
Common School Fund 53,000 50,000 50,000
Note. Some IMTP objectives may not require a financial expenditure.

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Hardware, Facilities & Networking 166,000 138,500 132,500

Operation, Maintenance, Upgrade, Communications 20,900 16,900 15,900

Professional Development 2,000 2,000 2,000

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