Maturity Benchmarks Survey Sheet

 

Maturity enchmarks Survey Sheet School Pseudonym: Shermer High School Your Name or Group Name : Wendi Straub and Ann-Michelle Levangie Emer Em erge gent nt Islands a nds Integ Integra rate ted d In Inte telllligen i gentt

behavioral Policy x resource/infrastructure

x

behavioral Planning

missions refer to technology use, but formal district plan delayed by repealed technology laws. Our school does not have a formal technology use plan. Technology Techn ology is a school budget item given significant priority to hardware and software

x resource/infrastructure  ADMINISTRATIVE behavioral

Eval Ev aluato u atorr Co Comm mmen ents ts "appropriate" is ambiguous, we have a written policy regarding responsible use of school equipment for educational purposes only and virtually prohibits personal devices; however, verbal release from device resistriction in individual classrooms has been in place for two years. No formal policy exists to increase technology use in classrooms by students in our school. Budget frequently drives resource allotment; Efforts are made to regularly update technology and at least maintain 4-5 students/computer ratio (when we expanded our school by 200+ students last fall and both computer lab rooms become classrooms, we added an equal number of laptops in mobile labs);  teacher generated grants have also added technology to specific classrooms or projects; District and school

x x

Specific technology budget is used for technology; we have a district-wide network, powerschool management and google doc support; IT personnel are district employees and our school is assigned one full time person plus additional support as needed from district office. We primarily use electronic systems to communicate within the district and within the

Budget resource/infrastructure

x

x

school. Beyond email, we use shared google docs to track students for advisory assignments and Powerschool for grading and attendance. Parents and students are given access to Powerschool and parents may choose to receive updates. We currently use "textwire" a subscription text service for staff and public notification; in the process of converting to "school messenger." messenger."

x

 All classrooms have appropriate technology and and network access for administrative functions.

behavioral  Administrative Information

resource/infrastructure

 

Emer Em erge gent nt Islands a nds Integ Integra rate ted d In Inte telllligen i gentt

behavioral

Electronic Information

x

resource/infrastructure

x

Technology Techn ology is used to create projects for formal assessment (presentations, papers, projects) in some classes, again teacher driven, but few are engaged in blogs, wikis, video or audio creations. We use computers for ISAT (Idaho Standards  Achievement Tests), use exam software like Examview to generate test tests; s; remediation systems like PLATO learning systems and Idaho Digital Learning Academy also include assessment. Brainhoney also became available this year.  Again, instructor choice drives technology use in the classroom. All curricula is produced and disseminated via district network. Technology Techn ology based elements are i ncluded in most district curricula, but are recommended not required.

behavioral x  Assessment resource/infrastructure

x

CURRICULAR behavioral x

Curriculular Integration resource/infrastructure

x

Teacher use is daily for administration with powerschool attendance and grading, shared advisory google doc, and district email communication; curricular use is by choice and few teachers have hardware for full integration (I can only think of three - photography/yearbook; computer sciences and one economics teacher).

behavioral Teacher Use x resource/infrastructure x

behavioral Student Use

Eval Ev aluato u atorr Co Comm mmen ents ts Curriculum documents are available from the district - technology resources are included and encouraged but not required by the school or district. Use by teachers and students is strictly instructor driven. I would speculate that less than 30% of instructors employ technology WITH students more than a couple times per month (I manage two mobile computer labs). Electronic resources are constantly available to instructors and available to students through our log in network if have a personal device, when stations available in library or when instructors schedule computer time (library or 3.5 mobile labs). All staff and students have an account for the network and google docs.

x resource/infrastructure x

 All teachers have reasonable equipment equipment and network access in their classrooms. Efforts are made to keep instructor access maximized. Personal technology is regulated, but students use often between classes. Library computers are occasionally filled during non-class time, but not frequently.. Few teachers require technology use frequently outside of class (unless students don't effectively  All students have accounts, accounts, wireless access and can use computers during school hours when library equpiment available; access in classrooms is scheduled by instructor.

 

Em Emer erge gent nt Islands a nds Integ Integra rate ted d In Inte telllligen i gentt behavioral Stakeholder Involvemnt

x resource/infrastructure

x

behavioral  Administrative Support x resource/infrastructure

x

behavioral SUPPORT

x Training

resource/infrastructure

x behavioral x

Technical/Infrastructure Technica l/Infrastructure Support

Eval Ev aluato u atorr Co Comm mmen ents ts Some groups are aware of technology plans (tech savvy teachers or those on related professional learning teams), but few involved. Decisions on implementation are mostly topdown from district to school to staff.  Administrators are interested in technology technology use in the classroom and wish to be informed and will make time to discuss; administrators will help in any way asked, but rarely contribute novel suggestions or solutions only district initiated technology projects receive scheduled time by multiple levels of personnel. Most staff members particpate in school-wide technology training on professional development days or in district-mandated training.(3-4 days per year). Some pursue additional opportunities in district offerings and partnerships with local colleges.

resource/infrastructure x

On-going formal training is scheduled for the two main development days each year. Training is given by experts, administrators, instructional coaches and occasionally, fellow teachers. All additional training is on a voluntary basis. Some additional district agendas with training are by invitation to an administration-selected core group who in turn disseminate to each school. Most staff use IT support to resolve individual needs, but only a little time is spent by staff to increase schoolwide efficiency. Burden falls to IT and administration. One overworked, but full time IT addresses nearly all technology needs. Turn around time depends on demand which can be as quick as 20 minutes or as long as 3-4 days.

 

Emer Em erge gent nt Islands a nds Integ Integra rate ted d In Inte telllligen i gentt

x

x

 All classrooms have computers and full full internet. Most have overhead projectors. Some have Ipads, clickers, document cameras and two have digital classrooms (interactive room camera )

behavioral

x Local Area Networking (LAN)

resource/infrastructure CONNECTIVITY

x District Area Networking (WAN) Internet Access

behavioral resource/infrastructure behavioral

x

resource/infrastructure Communication Systems

X

behavioral x resource/infrastructure

x

behavioral New Technologies

x resource/infrastructure x

INNOVATION behavioral Comprehensive Technologies

Eval Ev aluato u atorr Co Comm mmen ents ts Use by staff is very diverse. Some are using Idaho Digital Learning Academy resources like Brainhoney, many stream video and audio in addition to data, others use bare minimum network access. Very little student generated content is published. Students are at the mercy of teacher selection. Network is fully functional with guest wireless in addition to wired and wireless staff connections. Wireless can be overwhelmed by demand when multiple classes logging on at once or i f class is physically distant from hub. Infrastructure is sufficient for current use, but will need improvements if school moves to one-to-one technology. Filters have improved significantly in past 12 months, but can still block some relevant content. N/A  N/A  Frequent internet use by most staff; however, sporadically integrated into curriculum. All staff ha have access in all lo c ca ations. Email is primary for communications within school. Teachers are inconsistent in use with students and parents. Em ai ai l i s a v va a il a ab b le to al l st af aff a n nd d st ud ud en en ts ts . New technologies are accepted by many staff members but not all. Experimentation is encouraged. Core group of innovators and core group of resistant teachers. New technologies are accepted by many, but implementation is dependent on ease of use and teacher interest. Technology Techn ology is fairly comprehensive - we have a teacher using most forms of technology somewhere in the building. Consistency is dictated in basic computer and software only. However, most additional tools are from teacher written grants.

resource/infrastructure