Maturity Benchmarks Survey Sheet

School Pseudonym: Mountain Town High School Your Name or Group Name: Brian Nagy Clearly mark the box that best represents the level of maturity achieved at your school site. Please refer to the Model Benchmark Rubric for detailed descriptions of the categories. Emergent Islands Integrated Intelligent Evaluator Comments behavioral X does staff know policy? Policy recent update efforts went resource/infrastructure X nowhere behavioral Planning resource/infrastructure ADMINISTRATIVE Budget behavioral resource/infrastructure behavioral Administrative Information resource/infrastructure behavioral X X X X X X X
Planning is limited. Efforts by SysAdmin suggest forethought, but he is stymied There was a computer upgrade plan in place, but it was cut for budget Money is found somewhere when needed (various grants, state incentives) Tech purchases have been held for budgetary concerns All teachers use PowerSchool for grades, attendance. Used by offices for more in-depth information services including tracking discipline and scheduling All teachers, office managers and admin have access. Only support staff are lacking Staff particularly make regular use of the internet for planning and instruction. Students utilize e-rources often. Access is available to almost all students and faculty. Each classroom has at least one desktop computer. The Media Center (Library) has a 25student lab, there is an additional 25- student computer lab as well as 25- and 20student laptop "mobile labs" with wireless connectivity. Though a new online assessment tool was implemented this year (eDoctrina), most teachers only use it to create student answer sheets. Online assessment, item analysis and comparison to curriculum goals are rarely used by staff

Electronic Information resource/infrastructure CURRICULAR X

Assessment

behavioral

resource/infrastructure

CURRICULAR

behavioral

Curriculular Integration resource/infrastructure X

behavioral Teacher Use resource/infrastructure

behavioral Student Use resource/infrastructure

behavioral SUPPORT Stakeholder Involvemnt resource/infrastructure X

PowerSchool has a powerful gradebook which can be linked to a teacher's curriculum map, but that is not utlized. e-Doctrina is available, but is not being leveraged as anything beyond a bubble-sheet scanner for most, though it is tied into the new teacher evaluation process, which uses student assessment data for staff evaluation. Some teachers rely heavily on technology for instruction, using webquests, interactive white boards and online simulations in the classroom. It rarely takes focus of instruction, but rather is used as an add-on. Technology is available for teacher use, if not in an even and universal manner. Many classes have been given document cameras which have been leveraged simply as overhead projector replacements for some, but are used to demonstrate or share student work, experiments, etc. Some classes have interactive whie boards. Many have overhead LCD projectors. Some teachers do not utilize technology outside of the required attendance, email and grade recording and even that is begrudgingly. Staff are given ample access to technology for use in their classrooms. The staff room has a bank of 6 computers, many resources are mobile and can be brought to the classroom. Student computer use ranges from research and paper-writing to more engaging instructional purposes. Use is sporadic and depends on the classroom teacher S tudent computer access is available during most free time if required by going to the Media Center in addition to classroom use. Staff knows about planning and implementation of new technology, but choose to ignore the opportunity to give feedback. "Technology Committee" meets sporadically with two principals from the district, the SysAdmin, and a handful of teachers, rarely including any from the elementary schools.

Administrative Support

behavioral resource/infrastructure behavioral

X X X

School principal is a strong proponent of technology integration, but cannot always follow up on its implementation Technology training for many school-wide initiatives are provided during mandatory staff development time to maximize the spread of knowledge. SysAdmin, building principal and "FrontLine" personnel take part in training teachers on an asneeded basis "Help" support ticket system accessed by staff through email with a robust back-end for ticket tracking and notation between SysAdmin, Hardware Admin, and FrontLine personnel. Teacher buy-in is impressive, though they prefer in-person immediate support Sys Admin, Hardware Admin and FrontLine teacher are involved in all trouble-shooting and support. High School was rewired for more efficient networking within the past yeaer. VOIP phones for in-house calling, high speed connection allows VOIP calls through services like Google Talk. Video creation and streaming are resource-draining, but available. Internet connection is filtered by DansGuardian software. Most sites are accessible, though some sites (social networking and gaming especially) are black-listed Support staff utilize district-wide servers for data sharing. All teacher and staff servers are housed in the High School, with Fiberoptic cabling connecting the other 2 campuses for redirection of all internet traffic and locally-stored data access

Training resource/infrastructure X

behavioral Technical/Infrastructure Support

resource/infrastructure

behavioral Local Area Networking (LAN)

resource/infrastructure behavioral CONNECTIVITY District Area Networking (WAN) resource/infrastructure

X X

Internet Access

behavioral resource/infrastructure

X X
Email communication is a regular mode of communication. Official email is housed on gmail servers for easy access on mobile devices and from home. Staff is expected to check email at least once per school day.

Communication Systems

behavioral

resource/infrastructure behavioral New Technologies resource/infrastructure X X

INNOVATION behavioral Comprehensive Technologies X

resource/infrastructure

All students are provided with an email address tied to the school. The opportunity to test new technology is limited, and when available, a select few "Test Teachers" are chosen to pilot new options. Many staff are interested in access to new technology, but there is a select number who are resistent to changing the design of their instruction Technology is becoming more ubiquitous. Most classrooms have an AV box with control of DVD video, VHS, Cable, and audio coupled with a ceilingmounted LCD projector. Document cameras are being deployed. Digitizing and scanning technology found throughout the school, including newly purchased copier machines. Voice recording, video recording and additional technologies can be utilized but are not fully leveraged.