School Environment Evaluation Summon Tristing High School Alpha Group Demographics Summon Tristing High School (STHS)

is a locked down facility for juvenile offenders. Capacity for the school is 100 students, but actual number of students attending varies daily. Class sizes average between eight to twelve students per class. The student body is currently 33% hispanic, 33% white, 17% black, and 17% other. The school includes eight teachers, one principal, and one technology specialist. Administrative In the sub-category of Policy, STHS was ranked as integrated in behavioral and intelligent in resource/infrastructure. Use of technology is encouraged throughout the school. The policy is easily maintained as the school has only one technology specialist who meets regularly with faculty (one principal and eight teachers). In the sub-category of Planning, STHS was ranked as islands for both behavioral and resource/infrastructure. Use of technology is the classroom occurs during isolated incidents when instruction is collaborated with the technology specialist. The constraint of the facility can lead to gaps in technology integration plans. In the sub-category of Budget, STHS was ranked as integrated in behavioral and emergent in resource/infrastructure. The school uses multiple budgets to account for technology making an immediate impact in the school. No long term budget is in place for future technology integration. STHS receives its operating budget after all other schools in the district have been funded. Being at the bottom of the priority lists leaves very little money to be allocated for technology. In the sub-category of Administrative Information, STHS was ranked as integrated for behavioral and intelligent for resource/infrastructure. Paperless gradebooks via PowerSchool are available to all staff and are utilized by most. Curricular In the sub-category of Electronic Information, STHS was ranked as integrated for behavioral and islands for resource/infrastructure. Students and staff regularly use technology, but do not have access to technology in all areas of the school. STHS has one stationary computer lab and one mobile computer lab for classroom use. Computer access is not available everyday for each class. In the sub-category of Assessment, STHS was ranked as integrated for both behavioral and resource/infrastructure. Tools are used by most of the staff to report and evaluate student data. The curriculum utilizes project-based technology. Multiple websites are used to create quizzes

and rubrics. The school also implements PowerSchool, Microsoft Office, utahfutures.org, and ReadAbout. In the sub-category of Curriculum Integration, STHS was ranked as island for behavioral and intelligent for resource/infrastructure. Teachers use technology in multiple ways to enhance their curriculum, but do not completely rely on technology during each lesson. Resources are available for integration when needed. In the sub-category of Teacher Use, STHS was ranked as island for behavioral and integrated for resource/infrastructure. Technology is regularly used by teachers, but is not necessarily required to complete daily tasks. Teachers have access to Internet resources and e-mail. Each classroom is outfitted with a projector, speakers, printer and Promethean board. In the sub-category of Student Use, STHS was ranked as integrated in behavioral and emergent in resource/infrastructure. Technology is used frequently by students, but tasks can be completed without the integration of technology. Because of the locked down nature of the facility, students do not have access to the Internet or e-mail. This keeps students from accessing dangerous, inappropriate, or criminal material. Teachers may access the Internet for students when required. Support In the sub-category of Stakeholder Involvement, STHS was ranked as emergent in behavioral and islands in resource/infrastructure. The faculty is aware of the technological procedures in the school, but only the technology specialist and administration is involved in the process. In the sub-category of Administrative Support, STHS was ranked as integrated in both behavioral and resource/infrastructure. The principal supports the use of technology and provides planning and implementation opportunities for the staff. Discovery time and innovation bonuses is included in the technology curriculum. In the sub-category of Training, STHS was ranked as integrated in both behavioral and resource/infrastructure. Teachers are continually being trained on technologies being introduced to the school. The staff was recently trained on the use of Promethean boards as the technology was placed in each classroom. In the sub-category of Technical & Infrastructure Support, STHS was ranked as integrated in behavioral and islands in resource/infrastructure. The only technicals support available in the school in the technology specialist. The staff utilizes the support when needed, but does not always have immediate access to the support. Connectivity In the sub-category of Local Area Networking, STHS was ranked as intelligent in both behavioral and resource/infrastructure. The LAN provides video, voice and data services for staff. Remote desktop software is installed to allow teachers and administrators to monitor,

send, receive, and create reports. Students have network access to share screens and folders. Each student has a unique login name and password for his or her personal computer. Students may allow or deny peers access to their computer. In the sub-category of District Area Networking, STHS was ranked as intelligent for both behavioral and resource/infrastructure. The WAN for the entire school district is connected through high-speed lines. Data stored on the schools server can be accessed from anywhere in the district. In the sub-category of Internet Access, STHS was ranked as emergent in behavioral and islands in resource/infrastructure. Students are not permitted to access the Internet without direct assistance from a teacher. Teachers do not integrate Internet usage into the curriculum as students are not trusted to access appropriate content. In the sub-category of Communication Systems, STHS was ranked as emergent in both behavioral and resource/infrastructure. Although e-mail access is provided for all staff members, it is rarely used as a primary source of communication. Students are not given access to e-mail accounts. Innovation In the sub-category of New Technologies, STHS was ranked as islands in behavioral and emergent in resource/infrastructure. Technologies that are introduced to the school are accepted by staff members, but are only used in suggested areas. Many new technologies are rejected as uses for cutting edge technology have not been identified in the school. In the sub-category of Comprehensive Technologies, STHS was ranked as intelligent in both behavioral and resource/infrastructure. Technologies available in the school incorporate advanced techniques. Many technologies are used to their fullest potential. Conclusion Based on the Technology Maturity Benchmarks, the overall rating for Summon Tristing High School is Integrated. The breakdown of the school included seven emergent categories, nine in the island stage, thirteen integrated ratings, and nine intelligent rankings. Summon Tristing High School encourages the use of technology and has begun incorporating cutting edge technologies into all classrooms. Training is readily available for educators and the technology specialist collaborates with teachers as technology is integrated into classrooms. STHS does experience technological restrictions as the state of the facility prevents students from having access to Internet resources and e-mail accounts. In order for Summon Tristing High School to progress to a higher Technology Maturity Benchmark, it will need to develop a technology use plan that satisfies both short term and long term technological needs. It will also need to address budgetary concerns. The plan should

discuss strategies that will allow students to have more consistent access to appropriate technologies.