District Demographics

The Rosendale-Brandon School District includes 124 square miles. The District is located in east-central Wisconsin, adjoining the Fond du Lac School District to the east, the Oshkosh School District to the north, the Waupun School District to the south, and the Ripon School District to the west. The District’s equalized value is $350,266,808 for the year 2013.

The Rosendale-Brandon School District is comprised of four buildings. Three of them are in the community of Rosendale and one in the community of Brandon. Rosendale Primary houses pre-kindergarten through grade 3. Rosendale Intermediate School serves students in grades 4-8. Laconia High School in Rosendale is a four-year high school. Brandon School serves prekindergarten through grade 8 and is located approximately 10 miles away from the Rosendale schools.

The students who attend these four schools live in two small communities and in the rural area at-large. The population is almost exclusively white, middle class farming or industry-employed families. Each year more families whose adults work in surrounding communities move to homes in the Rosendale-Brandon School District, even though there are few industrial jobs located here.

Each year, DPI provides public performance reports for all public schools and districts in Wisconsin. The reports each address sections of state or federal reporting requirements. All reports-and the many and varied indicators contained within-should be considered when reviewing a school or district’s annual progress. While some of the same data appears in multiple reports, each serves a distinct purpose under state and federal education laws.

The Rosendale-Brandon School District is honored to have a strong open enrollment program. We currently have 135 students attending our schools through open enrollment, with only 49 choosing to attend elsewhere – and many of those 49 have never even attended a school within our district; they simply moved into our district and chose to remain attending their originating school district.

We are leaders in test scores, leaders in technology, and our most recent venture for our standing in the forefront is the addition of Cirrus Charter School. Opening its doors to grades 9-12 in the 2013-2014 school year, Cirrus introduces a project-based education that is led not by the teacher, but by student’s determination.   The State Report Card identifies four of the five Rosendale-Brandon schools obtained the difficult ranking of “exceeding” expectations, and the fifth school strongly “met” expectations.


Planning Process

In July 2012, a team of educators from the Rosendale-Brandon School District began work on the 2014-2017 Information (Library Media) and Technology Plan. As an initial step, the multi-year budget and rough draft were approved by this team on December 14, 2012. Members of the team included John Saecker, Technology Coordinator, three Media Specialists, Claire Broussard, Sue Fellerer, and Cindy Bailey. Input to the plan was solicited from all stakeholders through Atomic Learning.

Upon completion of the rough draft and budget, the team continued to meet to digest the data collected through the online processes and to write the language for the 2014-2017 integrated Information Literacy and Technology Plan. The team continued to work on the plan through May, 2013. The Four Wisconsin Information and Focus Areas and The National Technology Plan provided the central elements for the plan. 

Once the plan was written by the team, it was presented to the Rosendale-Brandon School District School Board for approval.


Adult Literacy

The District has worked closely with both the Fond du Lac and the Brandon Public Libraries on adult literacy initiatives.


Assistive Technology

John Saecker is responsible for implementing the assistive technology needs based upon students’ IEPs. If John is unable to support the desired needs he contacts the district's Special Education Director or Paula Walser at CESA 6 for more support.


Brief History of the Evolution of the Library Media and Technology Program

Successful library media programs at elementary, middle, and high schools have one important element in common: the certified Media Specialist. When you find a Library Media Specialist, you’re also more likely to find

  • Collaborative teaching
  • Effective reading motivation
  • Students who’ve been taught how to find and evaluate information
  •  More books, magazines, tapes, and electronic reference works for students to explore
  • More students using the library’s print and online resources, both in the library and by networking to it.

(Keith Curry Lance: Make the Connection http://www.aea9.k12.ia.us/ aea_statewide_study.pdf)

From 1988 to 2000, the Rosendale-Brandon School District employed a Media Specialist at each school, although the Primary School’s Media Specialist only worked 65% FTE. The Media Specialists provided weekly classes for students of grades K-5 and worked flexibly with grades 6-12. Because of the increased financial pressures on the school District, the part-time Media Specialist position was eliminated and a single full-time Media Specialist began serving Rosendale’s two schools, Rosendale Intermediate and Rosendale Primary Schools. At that time, fixed scheduling was restricted to grades K-3 with flexible scheduling put in place for grades 4-8.

In the mid-1990’s, the Media Specialists wanted to introduce computer technology to the District, initially with an automated circulation system for each media center and eventually with school-wide networks of computers. Fortunately, they found a strong supporter in the District superintendent, Ron Milton. Because the District needed to remodel and add on to all four schools at that time, Mr. Milton also promoted the inclusion of wiring infrastructure costs within the successful 1996 building referendum. Thus, the Media Specialists and the superintendent became the de facto core technology team.

The core technology team wrote the first District technology plan for 1997-2000 with some assistance from CESA 6. Next the group applied for a Technology Learning Challenge Fund (TLCF) grant and received $80,000. The bulk of the grant paid the first year salary of a newly hired District technology coordinator and enabled the purchase of equipment for a staff training computer lab. The same team also developed the second plan for 2000-2003. In early 2001, the Media Specialists decided to write a combined plan. They requested and received from the state an extension on the due date of the library media aspect. The technology coordinator, the support technician, and the three Media Specialists continue to function as the working technology team for the school District.

Information Power: Building Partnerships for Learning (c. 1998) assigned the following responsibilities to Media Specialists.

  • Leadership
  • Collaboration
  • Technology
  • Learning and teaching
  • Information access and delivery
  • Program administration
While they have shifted their program from print oriented to an emphasis in technology, Media Specialists recognize the importance of collaborating with teachers and working effectively with students above all else. 


Relationship of This Plan to the Rosendale-Brandon School District's Ojective

The actions of the Rosendale- Brandon School Board demonstrate its support of technology by meeting the "... responsibility of the Board of Education to provide-with local funds and state support-school facilities, personnel, supplies, and equipment, as well as an educational program which will offer to the youth of our area opportunities for the maximum overall development of their abilities. The Board recognizes that the educational program shall determine the budget rather than the budget determining the educational program."

In addition, the board's actions support the core values of the State of Wisconsin's vision for digital learning.

Equitable Access
Recommendations in all areas focus on providing equitable access to technology for all students, learners, and educators across the state. This includes Internet connection speeds and infrastructure support that allow learning to occur anywhere and anytime. Access to high quality digital resources, virtual instruction, and technology-enhanced learningsupported and aligned with Wisconsin’s academic standardsmust be ubiquitous.


The District provides ample budgetary allotment for technology resources to improve learning. A centrally managed, powerful, wireless network has been installed in all buildings.  MiFi units are available for student use if Internet access is not available at home.  Network equipment, Internet transport and transit are sized large enough for uninterrupted Internet access. 1:1 computing has been implemented at Laconia to address the digital divide. Classroom sets of computers are available for each core subject area in grades 6-8. Pods of five devices are available in each PK-5 classroom.

Personalized Learning

The learner experience must be engaging, relevant, and personalized using technology with the goal of maximizing each person’s learning potential. Technology must be leveraged to directly account for the voice of the learner, whether student or teacher, in instruction. Recommendations regarding infrastructure, professional development, curriculum, assessment and leadership promote these dynamic and flexible learning formats.


Building principals and the Curriculum Coordinator support technology training and capital investments.  Teachers model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

Applied and Engaging Learning

Critical skills such as problem-solving, creativity and innovation, communication, and collaboration are central to being career and college ready. Driven by a desire to raise achievement and learning for all Wisconsin students to world-class levels in math, science, technology, and English language arts, students must communicate and collaborate effectively, do research, think critically and creatively, and solve problems that address the future needs of our global society, anywhere and anytime. Students must be prepared with the knowledge and the ability to apply these critical skills to succeed in college and careers.


The District has adopted Google Apps for Education and various applications within Google Apps are available to create a collaborative environment.  Electronic assessment devices like Moodle and "clickers" are used.



Rosendale-Brandon School District Website -- Page last updated on: 7/11/2013