Evaluation Bale T

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Tina BaleEd-tech 501December 5, 2012

School Evaluation Summary

Demographics

Mountain Elementary (pseudonym) is a school with about 360 students in a somewhat

rural area. This is a K-8 elementary school located in a small community about 35 miles

outside the closest major city. There are two classes per grade, with a total of 16

classroom teachers. There is a computer lab with one part time staff member. The

average class size in grades K-5 is 22, while the upper grades have an average class

size of 30. The average level of experience among the teaching staff is about 15 years,

and this is about the same length of time many of the teachers have been at this school.

Some of the teachers have taught two generations of students from the same family. Incontrast, there have been 22 different administrators in leadership positions over the

past 25 years. About half of the student population qualifies for free or reduced

lunches. There is very little diversity in the student population, and 99% of the families

speak English as their primary language.

Student Demographics

Demographic Source: Movato.com


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General Demographic Information

Gate students: 10%

English learners: 0%

Male student population: 55%

Female student population 45% Students in special education past two years: 25%

Average teacher salary: 58K Average level of teaching experience: 15 years

38% of the parents at this school own their homes Median price for home is 200K (willow.com)

Parents Education: Overall 3.01

API Test Scores: School Overview

Graduate School 10%

College Graduate 12%

Some College 50%

High SchoolGraduate

23%

Not a High SchoolGraduate

4%


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State Ranking: API Test Scores

State Rank: 5 out of 101

API Score:(2011) 797Statistic Source API: school-ratings.com

Median Home Price: Community

Technology Experience Levels: Teachers

Results are based on a survey where each of the teachers rated themselves.

Technology

Experience

16 Teachers

Strong Technology

Background

4 teachers

Some Technology

Background

4 teachers

Limited Technology

Background

8 teachers
http://www.zillow.com/search/Search.htm?citystatezip=95713&mode=browse


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Computer Resources

06-07 07-08 08-09 09-10 10-11

Computers 65 55 90 93 114

Students per Computer 5.5 6.7 4.0 3.8 3.1

Connected to the Internet 28 28 31 34 100

Additional Internet Access/Public Libraries: For additional research materials and

Internet availability, students are encouraged to visit the public library which contains

numerous computer workstations.


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Maturity Benchmark Survey: Analysis

Administrative Filter: Island Stage (62%) Emergent (38%)

The overall maturity ranking for the Administrative filter falls at the lower end of the

Island stage. Three of the eight categories were ranked as Emergent, and these were

based on behavioral attributes. The administration clearly recognizes the importance of

technology. However, a high percentage of staff members have a low level of comfort

using technology. As a result, future planning could include more opportunities to

provide additional support and training. Moreover, the top down approach inmanagement style alleviates the opportunity for input from those putting the technology

to use. Another variable to consider for future growth is building a team willing to work

together and create a solid technology plan, including a vision for technology

integration. Improving both policies and planning will help the organization evolve to a

higher level of maturity for technology integration.

Policy

o Behavioral: Emergent Ranked at the emergent level of maturity

because the policies are decided by the principal, without much inputfrom stakeholders and teachers. This is one of the key areas of focus,

to help the school evolve to the next level of maturity. Following the

guidelines of creating a team of stakeholders, then constructing a

technology plan are starting points to help improve outcomes. Those

with a vested interest should be involved in the planning. This in turn

can help lead to widespread acceptance of the existing policies.

o Resource/Infrastructure: Island There is a technology use policy in

place. There is also a web use plan for both students and teachers;

they are available as PDF files on the schools website.

Planning

o Behavioral: Emergent The administration have sought to improve

technology access and invested in more computers, better Internet

connectivity, and Smart Boards for each classroom. Due to a lack of


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training and support, the Smart Boards are not used by 65% of the

teachers. Increasing the support and training could lead to a higher

maturity level in this category. This is also a key area of focus in

working towards improving the overall maturity level. There is no

formal technology plan.

o Resource/Infrastructure: Island Investments were made but low

comfort levels have prevented widespread adoption. Although I rate

this at the Island stage, usage of the new resources falls at the low end

of the Island stage. Furthermore, access to use Web 2.0 tools is

available, but not being fully utilized because of a lack of training and

support.

Budget

o Behavioral: Emergent the administration has increased the budget for

tech use but needs to allocate more resources for training and support.

Considerations on how to get outside resources through volunteers or

donations could help with shortfalls. More involvement of all

stakeholders and teachers could elevate the level of technology use,

and possibly tapping into more resources. This in turn could lead to

the behavioral changes necessary to evolve to the next level of

maturity for tech use.

o Resource/Infrastructure: Island New investments in technology have

increased the level of tech use. The purchase of new laptops and

Smart Boards was a result of an increase in resources. The

administration has made technology a priority. The level of maturity

remains at the Island stage due to a lack of allocating resources for

training and support. The level of adoption could improve if there was

more support for the teachers who will be putting it to use.

Administrative Information

o Behavioral: Island There is regular use of the computer lab by every

class. There is some training and support for the teachers from the

computer lab aide. The use of technology in the lab is not equal

among teachers. Online report cards and a parent portal are available

through Aires which is used regularly by all the teachers.


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o Resource/Infrastructure: Island Most of the teachers utilize the Aires

parent portal. The teachers were offered support and training and

encouraged to utilize new software for grading and communication.

The level of support provided for the implementation of Aires provides

evidence of how technology will be adopted when its seen as

necessary.

Curricular Filter: Island Stage (60%) Emergent (40%)

The Curricular filters rank in the middle of the Emergent and Island stages of maturity.

Many of the teachers have admitted they are slow to adopt using more technology

because of their experience and comfort level. Investing in training and support could

help empower the teachers and lead to utilizing technology to enhance teaching and

learning. This is one of the biggest obstacles for teachers adopting the Web 2.0 tools

and using technology to both engage and empower their students. Approaching thetraining as investing in one of their strongest assetsteachers--can help instill a sense

of pride and ownership. This in turn may lead to evolving to the next level of maturity for

technology integration in the curriculum.

Electronic Information

o Behavioral: Island Most of the teachers utilize the Internet for

resources, but its not used regularly in the classrooms. The students

sometimes use electronic information for research in the computer lab,

but not regularly. Better training and support could lead to theadoption of more electronic resources.

o Resource/Infrastructure: Island Limited access to computers in each

classroom prevents using technology regularly for research and other

activities. Since wireless connections are available in all classrooms,

investing in more computers in each classroom would provide access

to electronic resources and lead to improving the maturity level of

technology use.

Assessment

o Behavioral: Islands Some programs are used for assessment, but not

by all the teachers. This school is at the lower end of the Island stage

because some of the test results are interpreted by only the

administration. Communication between teachers and administrators

could lead to a higher level of understanding on the effectiveness and


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reliability of online assessments. Technology is rarely used to assess

student classroom work.

o Resource/Infrastructure: Island Electronic tools are often used to

assess special education students but not incorporated regularly for

the rest of the students. Some of the computer lab projects are

assessed electronically, but the majority of daily work and test are

evaluated with traditional methods. Improving access to online

assessments, and training teachers to recognize how this can both

simplify and improve their grading procedures would be helpful. This in

turn could help the school evolve to a higher level of maturity.

Curricular Integration

o Behavioral: Emergent the computer lab is used by everyone twice a

week; there is no regular use of technology for classroom activities.

This places Mountain Elementary at the higher level of the Emergent

stage. However, the behavior is partly due to a lack of access to use

computers more frequently in their classrooms. Four of the 16 teachers

use their Smart Boards in the classroom on a regular basis. The

teachers not using it admit they to having little experience and low

confidence levels. Investing in more training and onsite support could

help elevate this variable to a higher maturity level. Few of the

teachers have the knowledge and experience with Web 2.0 tools.

They are not used very much in the lab or classroom. Again, trainingand support could improve the adoption of these useful tools while

improving maturity levels.

o Resource/Infrastructure: Emergent Due to a lack of computers in

regular classrooms, the teachers are unable and/or unwilling to

consistently use technology as part of their curriculum. This places the

school at the emergent level of maturity for technology adoption in

curriculum. Books are still the primary source of learning material

utilized in most classrooms.

Teacher Use

o Behavioral: Emergent Technology is used by teachers to create

lessons, supplement curriculum, and research. However, the use

among teachers varies greatly. The lower grade teachers use some

great interactive programs when they take their class to the computer


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lab twice a week; one of the programs they use often is starfall.com,

its popular with the K-3rd graders. The fourth and fifth grade teachers

use scanning, word processing and typing programs. They sometimes

incorporate games, but due to limited computer lab time not often

enough. They acknowledge it would be better if they could use these

more often. The same is said by most of the teachers. They see the

value in how games can serve to both engage and motivate students.

If there were more computers in each classroom, this would be utilized

by all the teachers more regularly. Sixth grade teachers use the

Internet for some research, word processing and a few interactive

websites for extended learning.

The 7th and 8th grade teachers utilize technology the most. They are

learning to use digital writing tools and beginning to explore some of

the Web 2.0 tools. One of the teachers is having their students learnhow to create videos. There is a stark contrast in teacher use. Since

there is inconsistent adoption of technology integration, this school falls

at the upper range of the emergent level of tech use for teachers.

o Resource/Infrastructure: Island With Internet connectivity, laptops,

Smart Boards, and a computer lab, there are available resources. The

use of them by teachers is lacking because of limited experience and

low comfort levels. But also, because of a lack of regular access

outside the computer lab. More support and training could help elevate

the maturity level of the behavioral stage, impacting the utilization ofavailable resources.

Student Use

o Behavioral: Island Students are willing and able to use technology, but

it is not readily available in all classrooms. Going to the computer lab

twice a week does not allow adequate or consistent use of technology

resources. This places the school at the Island stage with regards to

student use of computers. More computers in each classroom could

lead to capitalizing on the students willingness to use moretechnology, and improve student learning.

o Resource/Infrastructure: Emergent Lack of available resources hinders

the maturity level of student use of computers. Same reasons as

stated above. This is rated below the behavioral aspect because of

the lack of availability, support and training.


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Support Filter: Emergent Stage (90%) Island Stage (10%)

The Support filter is at the Emergent stage of development for technology maturity.

This is one of the least developed categories outlined in the Benchmark Survey.

Improving both training and support would lead to increasing the maturity level. Low

comfort levels and limited technology experience is preventing many of the teachers

from utilizing the new resources made available through recent investments. Only four

of the sixteen teachers use the Smart Boards in their classroom. The classrooms are

somewhat segmented, therefore its a challenge for administration to provide support for

individualized learning environments.

Stakeholder Involvement

o Behavioral: Emergent the principal believes in the importance of

technology but there is little opportunity for input from the teachers who

are going to be using it. At the same time, most of the teachers have

been at this school for over 15 years, and the principle tries to respect

their learning environment. Involvement of stakeholders could be

greatly improved with the creation of a team working together to

construct a technology plan. Establishing a vision for tech use, and

sharing this with those who have a vested interest could lead to better

collaboration. Also, the community has people willing to be

stakeholders, but they are not included in the planning process. The

level of maturity could be improved through more teamwork and

involvement from a variety of stakeholders.

o Resource/Infrastructure: Emergent the school is at the lower end of the

emergent stage because of a lack of inclusion by those who have a

vested interest in applying the technology and ensuring students are

improving. Although the investment in new resources should place the

school at the Island stage, lack of widespread use results in a lower

level of maturity. This could be improved through all the reasons

mentioned above in the examination of behavioral attributes.

Administrative Support

o Behavioral: Emergent there is an emphasis on the use of technology in

both planning and implementation, however there is little training,

follow-up, or support. The teachers are expected to figure out how to

put the plan in place, and experience levels with technology vary

greatly. As a result there is inconsistency in teacher use. This places


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the school at the upper level of the emergent stage. Providing more

support would lead to improved maturity in this category.

o Resource/Infrastructure: Island Offsite tech support limits access to

speedy repairs and support. Lack of onsite tech support places the

school at the Island stage of maturity. The computer lab support staff

has some tech knowledge, but most repairs are completed through the

district. There is sometimes a lag between work order requests and

repairs. Moreover, teachers with low confidence in their technology

abilities fear they will encounter technical difficulties without access to

get assistance when they need it.

Training

o Behavioral: Emergent There is some initial training but no follow up

support; this places the school at the emergent maturity level for tech

training. Limited technology backgrounds and lack of follow up and

support is the reason only four out of sixteen teachers use their Smart

Boards.

o Resource/Infrastructure: Emergent Lack of ongoing training places the

school at the emergent stage. Better follow up and support will help

teachers evolve to the next stage of technology use in their

classrooms.

Technical/Infrastructure Support

o Behavioral: Emergent Since tech support is offsite, some teachers

take the initiative to get additional support when needed, but this is not

consistent. Better onsite tech support could improve the infrastructure.

This in turn could help provide necessary support for teachers reluctant

to adopt more tech use, or frustrated when things go wrong and they

have no-one to help them in a timely manner.

o Resource/Infrastructure: Emergent some support is offered through the

district, but there is little onsite teach support. Improving this variable

could help increase the confidence level of teachers reluctant to adopt

technology because of low comfort level. Access to support could

alleviate this fear, and help the school evolve to the next stage of

development.


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Connectivity Filter: Island Stage (90%) Emergent Stage (10%)

The Connectivity filter is the strongest organization sector at Mountain Elementary.

Administration invested in laying new fiber optic cable and upgrading the Broadband

service to WAVE. Both LAN and WAN access are available and used by most of the

teachers, although to varying degrees. The Aires Parent Portal allows teachers to

communicate with their students remotely. Everyone is encouraged to use these

resources. However, as mentioned often in this analysis, limited experience is one of

the obstacles to utilization. Empowering teachers with knowledge and skills can lead to

widespread acceptance. This in turn can help the school evolve to the next level of

maturity for technology integration.

Local Area Networking (LAN)

o Behavioral: Island Connectivity is available in all classrooms and public

spaces throughout the school. The network is utilized by teachers for

email. Students use the network in the computer lab, but not as often

in the classroom. The Web 2.0 tools are not utilized because of a lack

of access to classroom computers. These variables reveal the school

is in the Island stage of maturity for technology connectivity and use.

o Resource/Infrastructure: Island There was an investment in fiber optic

cable and high speed network. The new Internet service provider is

(WAVE). This helped the school evolve from the emergent stage.There is also limited connectivity to printers. Access to the Internet

with more computers in each classroom, and better support, would

help the school evolve to the next stage of technology use.

District Area Networking (WAN)

o Behavioral: Island District network is solid and they can tap into the

school server to help with some repairs. There is new investment in

infrastructure therefore its evident technology is seen as a priority.

Capitalizing on this investment with more support and training could

elevate the school to the next stage.

o Resource/Infrastructure: Island The investment in new infrastructure

places the school at the Island level of maturity. District level of

support is offsite, but they have the capability to help with repairs.


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New Technologies

o Behavioral: Emergent the adoption of new technologies is inconsistent

among teachers and administrators. There is a stark difference in the

level of comfort and adoption. Better training and support could help

the school evolve to the next level of maturity.

o Resource/Infrastructure: Island The investment in Smart Boards for

each classroom proves the school is moving in the right direction.

Purchasing new laptops also provides evidence of seeing the need to

provide better technology resources. Training and support can help

improve the level of maturity.

Comprehensive Technologies

o Behavioral: Island The use of technology has improved significantly

since new investments. At the same time, its inconsistent among

teachers. As stated before, only four of the sixteen teachers utilize

their Smart Boards for classroom instruction. Few teachers have

experience with video and Web 2.0 tools therefore their comfort level

and confidence can be improved with more support and training.

o Resource/Infrastructure: Island New investments place the school at

the Island level. Increasing the behavioral aspect through extensive

training and support will lead to capitalizing on these investments. Thisin turn can lead to more use of the Smart Boards, adoption of Web 2.0

tools and integrating technology in more of the curriculum. This can

help with school-wide adoption and facilitate advancing to a higher

level of maturity for tech use.

Conclusion

The combined benchmark categories indicate Mountain Elementary is at the lower end

of the Island stage of maturity. A good starting place to help the organization evolve to

the next level would be to focus on the Support filter. Empowering teachers with the

knowledge and skills to utilize some of the new resources will lead to more adoption.

This would help elevate the Curriculum filter to a higher level of maturity. Upgrades in

the Administrative filter in both policy and planning are also key areas of focus.

Creating a team of stakeholders to design a technology plan is fundamental for this

organization to create a vision of technology use and improve outcomes.

Documents

Evaluation Bale T