You are on page 1of 18

Maturity Benchmarks Survey Sheet

School Pseudonym: Reynolds High School Your Name or Group Name: Mike Lipson Clearly mark the box that best represents the level of maturity achieved at your school site. Please refer to the

Policy

Planning

ADMINISTRATIVE

Budget

Budget

Administrative Information

Electronic Information

Assessment

CURRICULAR

Assessment

CURRICULAR

Curriculular Integration

Teacher Use

Student Use

Stakeholder Involvemnt

Administrative Support

SUPPORT

Training

Technical/Infrastructure Support

Local Area Networking (LAN)

District Area Networking (WAN)

CONNECTIVITY

Internet Access

Communication Systems

New Technologies

INNOVATION

Comprehensive Technologies

Maturity Benchmarks Survey Sheet


Emergent Islands Integrated Intelligent

of maturity achieved at your school site. Please refer to the

behavioral

resource/infrastructure

behavioral

resource/infrastructure

behavioral

resource/infrastructure

behavioral

resource/infrastructure

behavioral

resource/infrastructure

behavioral

resource/infrastructure

behavioral

resource/infrastructure

behavioral

resource/infrastructure

behavioral

resource/infrastructure

behavioral

resource/infrastructure

behavioral

resource/infrastructure

behavioral

resource/infrastructure

behavioral

resource/infrastructure

behavioral

resource/infrastructure

behavioral

resource/infrastructure

behavioral

resource/infrastructure

behavioral

resource/infrastructure

behavioral

resource/infrastructure

behavioral

resource/infrastructure

Evaluator Comments Our district has a published technology policy that details expected practices, rules and consequences for students, teachers and community members. Our technology policy is comprehensive and effective at encouraging productive use of district equipment and resources. Technology planning is taking center stage as we prepare for a one-toone initiative at the high school and implement a one-to-one initiative at the middle school. Technology planning and initiatives are taking place at the superintendent level. Technology initiatives and expectations have been communicated to individual departments, but further clarification is often required. Exceptions are not always clear, not are the reasons for some initiatives. Certain initiatives don't line up with others. Considerable budget has been set aside for the one-to-one laptop initiative, but not as much thought has been given to the eventual need for upgrades. It is unclear where money for new machines will come from once these outlive their usefulness.

Technology costs are accounted for in the school budget in multiple places. Paperless grading and attendance is in place. Other systems, such as discipline, may go paperless in the future, but are still on a trial basis. iPass access is available to all faculty, staff, students, parents and administrators. Students use electronic information resources regularly, but more in some situations than others. Depending on which courses they take, students may use the internet daily, or they may only do so on extreme occasion. Teachers are encouraged to implement electronic resources, but not always given specific instruction on how to do so. Many and varied resources are available for all students, faculty and staff to use. Teachers are encouraged to assign projects that require use of technology, but not much thought is paid to the productivity gains that electronic grading offers. Electronic grading is occasionally mentioned, but rarely implemented.

Electronic assessments are usually limited to paper-style tests. Some projects, such as science labs, use other methods of evaluation. Some classes depend on technology more than others for their curriculum. Teachers are encouraged to consider multimedia tools when creating their assignments. Some technology is available to all curricular areas now, much more will be available next year as we move to the new building and students get their own laptops. Important parts of the teacher's job, such as grading and attendance, are not possible without technology. All teachers have their own laptops, which are the same machine that will be given to each student next year. Students only have access to technology in certain rooms, such as the library and computer labs. Next year they will have laptops that will stay with them. All students have regularly access to technology via the library and other communal resources, but the machines are sometimes obsolete and are too few in numbers. Technology access will improve when students get their laptops next year.

Procedures for the implementation of the one-to-one program are still in development, most of this is overseen by a technology committee and the district head of technology. All groups have the opportunity to be represented on the technology committee. Administration is heavily involved in planning for the new building and laptop rollout, as well as with attempts to integrate technology into curriculum. A lot of administrative time is dedicated to preparing for the new building and the new technology that will come with it. All teachers are required to attend technology-focused professional development sessions weekly. Tech-focused professional development meetings are held weekly and are run by practicing teachers who are proficient with technology. Support staff are available via email and a ticketing system to respond to tech support requests. Our IT department is very helpful, knowledgable and efficient.

Voice and video communication services are scheduled to be available next year as part of the technology services in the new building. The current network is limited, but the new building's network will be expandable and feature rich. No special features are currently available via district WAN. All connections in the building share a 100 Mbps connection.

Internet communication and instruction occur regularly, including use of video and voice services such as Skype. Wired internet is available everywhere in the building, temporary wireless networks have been installed in some areas as a holdover while the new school is being built. The new building will have wireless internet available in all locations. All students are assigned email addresses, which are used for assignments as well as student/teacher communication. Email and other services are available to all students and staff via Google Apps for Education.

New technologies are always available for teachers to try and use. Many teachers are willing to experiment with new idea and tech, some others are content to continue teaching the way they have in the past. Administration is pushing teachers toward embracing technology. New implementations occasionally run into trouble - for example, we have had issues standardizing teacher websites on one platform. We tried Moodle last year, but requirements weren't clear and there wasn't enough instruction for teachers. The initiative was eventually abandoned, and now teachers are asked to create a website, but not required to use a specific platform. Comprehensive technology is available in the form of computers, but more advanced tools will not be available until next year in the new building. Advanced technology is available and in use by some teachers, but as a staff we have not reached our potential. A lot more instruction is necessary before the majority of teachers feel comfortable enough with technology to integrate it in a more comprehensive way.