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Tina Bale Ed-tech 501 December 5, 2012

School Evaluation Summary

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. In contrast, 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

Graduate School College Graduate Some College High School Graduate Not a High School Graduate 10% 12% 50% 23% 4%

API Test Scores: School Overview

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State Ranking: API Test Scores

State Rank:

out of 101

API Score: (2011)


Statistic 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

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Computer Resources
06-07 Computers Students per Computer Connected to the Internet 65 5.5 28 07-08 55 6.7 28 08-09 90 4.0 31 09-10 93 3.8 34 10-11 114 3.1 100

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 in management 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

Behavioral: Emergent Ranked at the emergent level of maturity because the policies are decided by the principal, without much input from 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. 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.


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.

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.


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. 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

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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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 the training 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

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 the adoption of more electronic resources. 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.


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.

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

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, training and support could improve the adoption of these useful tools while improving maturity levels. 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

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 learn how 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.

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 of available resources.

Student Use

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 more technology, and improve student learning. 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

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. 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

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.

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.


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. 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

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. 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)

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.

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)
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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. 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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Internet Access

Behavioral: Island Most of the teachers use the Internet, but many of the students dont have access except twice a week in the computer lab, and sporadically in their classrooms. Due to limited computer lab time there is not adequate time for Internet access. This places the school at the Island level of maturity. Resource/Infrastructure: Island Lack of available resources in the classrooms places the school at the Island level of maturity. For the most part, students only use the Internet twice a week in the computer lab. More computers in each classroom would lead to the adoption of Web 2.0 tools, and utilizing technology for more school projects. The infrastructure exists; there arent enough computers in each classroom to utilize this resource. Expanding upon the broadband investment by getting more computers for each classroom will help the school evolve to the next level of maturity.

Communication Systems

Behavioral: Island Email is used daily by most staff for communication and the parent portal of Aires is utilized by most of the teachers. Since use is inconsistent, this places the school at the Island stage of maturity level. Widespread adoption through better training and support can help the school evolve to the next level of maturity.

Resource/Infrastructure: Island Lack of computer availability in every classroom places this school at the Island stage. Access to computers every day of the week could lead to improved communication systems and better technology adoption.

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

The school can be categorized as being at the Island stage of maturity for the Innovation filter. Investments in Smart Boards for every classroom, better connectivity to support streaming, audio/video and live webcasts places the school higher than the Island stage for innovation. However, lack of school-wide adoption has resulted in lowering the maturity level for innovative technology use at Mountain Elementary. As stated repeatedly throughout this examination, improving training and support can help elevate all the organization filters to a higher level of maturity.

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New Technologies

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. 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

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. 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. This in 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.

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.