Evaluation MachadoM

7/31/2019 Evaluation MachadoM

1/6

School Evaluation Summary

School DemographicsOnourway Elementary is a pre-k-5 school in a large suburban district. In the last three years,

this school has seen a big population shift both in number and demographics. The closing of a

nearby elementary school caused a student population increase going from 500 to 818. Recent

arrivals of middle-eastern refugees also increased the number of English language learners in

the school. To put things in perspective, in 2010/2011 each kindergarten class had between 60

to 80% of middle-eastern students in their classes. Our current demographics are: 60.4%

English language learners, 83.4% socioeconomically disadvantaged, 40.8% Hispanic or Latino,

44.5% white (deceiving as the middle eastern population is included in this group), 7% African

American, 2% Asian, 1.5% Filipino, and 1.1% two or more races.

School Environment Evaluation Analysis

Administrative

Policy Behavioral: integrated StageMost teachers welcome the use of technology in a variety of ways: use ofe-mail, Online assessment reporting, Online report cards, attendance takenonline through Zangle, teacher websites through SchoolWorld, substitutesystem through SmartFindExpress, professional development sign up viadistrict website.Resource Infrastructure: Intelligent Stage

A comprehensive policy exists and the resources are there.

Planning Behavioral: Integrated StageThere are various technology projects being implemented at this school:Imagine Learning, Raz-Kids, and iPods (5 classrooms have full class setsand 5 classrooms have 7 each for small group implementation).Depending on the project teachers are involved in, there are planningmeetings scheduled at different intervals.Resource/Infrastructure: Integrated StageThe principal and Title 1 Facilitator closely monitor how Imagine Learning isbeing implemented . Students who no longer need the program are

immediately exited and the license is immediately put to use with anotherstudent.

Budget Behavioral: Intelligent StagePrincipal allocates and sets aside money for technology needs such aslicenses for Imagine Learning, Raz-Kids classroom licenses, replacement/repair of old equipment, projector lamps, printer ink cartridges even USB


2/6

drives and dangles.Resource/Infrastructure: Intelligent StageTechnology is a priority at this school. Computers just got replaced in thecomputer lab and in several teacher classrooms. Every classroom has atleast 5 student computers, a teacher laptop, a printer, an LCD projector and

a Docucam. In addition we have two Laptop carts.

AdministrativeInformation

Behavioral: Integrated StageMonthly and weekly calendars are sent via e-mail as well as othercommunication such as grade level meeting notes. We are not completelypaperless yet.Resource/Infrastructure: Intelligent Stage

All of our assessment data, attendance data, and report cards are onlineand available to everyone district wide.

Curricular

ElectronicInformation

Behavioral: Islands StageMost teachers use some type of electronic information ranging from videosfrom YouTube, TeacherTube or SchoolTube, using Blogs to downloadsupport materials for their classes, researching activities or lesson plans onthe Internet to downloading Apps and music for projects. While teachersare at the integrated stage in this area, our students are more in theemergent stage. This is why I am placing our school at the islands stage.Resource/Infrastructure: Islands StageWe have full Internet access with some restrictions for student protectionfor instance we cannot access YouTube in our classrooms. Again the

problem is not that we dont have access it is that mostly teachers use itwhile students do not.

Assessment Behavioral: Islands StageCurrently, very few students use technology to be evaluated but mostteachers use technology to enter student scores and other data.Resource/Infrastructure: Islands StageThe school and the entire district uses OARS for data assessment andkindergarten report cards. Grades 1-8 use Zangle to do report cardsonline. It would be great if we could merge everyone to OARS.

CurricularIntegration

Behavioral: Islands StageTechnology is integrated in the curriculum in some way but it is notcomprehensive nor in all subject areas. Some teachers use the computersfor rotations of Imagine Learning, Raz-Kids, Starfall, or Math games eitheras an intervention or for enrichment. Teachers who are using iPods arefinding new ways for students to learn, practice and show what they havelearned through very creative projects. All teachers are dependent on theDocucams and LCD projectors to deliver and enhance their lessons.


3/6

Resource/Infrastructure: Intelligent StageWe have a variety of resources available to us for every subject area. ForMath we have the website Pearsonsuccessnet which provides a wealth ofonline resources on our Math adoption to be accessed from school orhome. The Social Studies adoption also provides a website and DVDs for

support materials. We all have Internet access and the hardwarenecessary. We also have access to United Streaming

Teacher Use Behavioral: Intelligent StageAll administrative tasks are done with the use of some kind of technology:communication with the district, principal and colleagues, report cards, dataentry, attendance, sub system, lesson plans, some professionaldevelopment and more.Resource/Infrastructure: Intelligent StageEvery teacher at this school has appropriate access to the hardware.Everyone has a laptop, making it possible to take it home and during

breaks also.

Student Use Behavioral: Islands StageAll students use technology on a daily basis at this school but their qualityuse varies. Some students use it as an intervention, others as enrichmentand very few of them use it for research or to produce multimedia projects.Resource/Infrastructure: Islands StageHaving five computers in each classrooms you could say students haveregular access to appropriate technology if the teacher is allowing them touse them on a daily basis. However, when you consider five classroomshave iPod class sets and another five have seven iPods in addition to thecomputers, that means some students have more access and opportunitiesthan others and it is not consistent.

Support

StakeholderInvolvement

Behavioral: Emergent StageWe currently have a District technology plan that will expire in2014. Five teachers district wide along with district personnel wereinvolved in developing this plan. Very few teachers have read it orknow it exists. Teachers who are piloting iPods and Google Docsare more aware of the implementation expectations so in this

school that translates to five teachers out of 31 teachers.Resource/Infrastructure: Emergent StageMore people need to be involved in this process not just a selectfew.

AdministrativeSupport

Behavioral: Integrated StagePrincipal is involved with the various technology projectshappening at the district and site level. She is more involved and


4/6

monitors closely site projects. Principal gets updates on districtprojects some of the teachers at this site are participating in.

Resource/Infrastructure: Islands StageThe amount of support you get depends on the type of project a

teacher is involved in. iPod and Google Docs pilots have monthlydistrict meetings as well as a technology facilitator/coach to provideadditional support and trainings. Imagine Learning is a site projectso you might have three to four meetings per year. Whenever aproblem occurs though, the person in charge of this program onsite is very diligent at getting a Tech person to our school toresolve the problem immediately.

Training Behavioral: Islands Stage

Unless teachers are participating in a technology pilotor a site technology project, few teachers attend any

technology trainings.Resource/Infrastructure: Islands StageTechnology training usually happens at the district level. It is tiedto pilot projects or new software being implemented at our schools.It is usually not on going. A few exceptions have been theiPod/iPad and Google Docs projects. These trainings have beengoing on for two years.

Technical/Infrastructure Support

Behavioral: Integrated StageMost teachers seek help from the Site Lead Technology teacher toresolve minor technical problems with the Docucams, computers,

LCD projectors or to learn how to use certain applications andprograms. If there is something more serious the SLT puts in awork order to the District IT department.Resource/Infrastructure: Integrated StageWhenever there is a technical problem, teachers at this schoolhave two resources available to them: The Sitel Lead TechnologyTeacher (SLT) or the school assigned district tech person. TheSLT takes care of everyday computer problems and teacherquestions, while the district tech person resolves problems with ourserver, wireless connections, etc...

Connectivity

Local AreaNetworking(LAN)

Behavioral: Islands StageStaff and student use is regular but limited to accessing e-mail,entering student data, and performing other administrative tasks. It


5/6

is not used for student or teacher collaboration.Resource/Infrastructure: Intelligent StageThe network has been equipped to meet all the school needs.

District AreaNetworking(WAN)

Behavioral: Integrated StageStaff mostly uses it for data but it has more extensive capabilities.Resource/Infrastructure: Intelligent StageIts capabilities provides us with all the elements mentioned at thisstage.

Internet Access Behavioral: Islands StageInternet use is limited in curriculum integration and it is mostly usedby teachers. Students access it only to use certain programs.Resource/Infrastructure: Intelligent StageThe Internet is available throughout the school via wireless or CAT5 connection.

Communication

Systems

Behavioral: Intelligent Stage

Every staff member uses e-mail for work communication purposeswith the principal, colleagues, district personnel and parents.Resource/Infrastructure: Emergent StageCurrently students do not have access to e-mail accounts althoughthe district has begun piloting Google Docs and exploring thepossibilities.

Innovation

NewTechnologies

Behavioral: Islands StageSome teachers have taken the opportunity to pilot 1:1 iPod Touch

technology in the classrooms. Two teachers at this school receiveda district grant to receive an iPod cart and three others were giventhe technology with school funds. The following year five moreteachers wanted to experiment with this technology and were givenseven iPods each using school funds. Not everyone is willing toembrace this project but every year there is an increasing numberof teachers who will.Resource/Infrastructure: Emergent StageOnly ten teachers have access to iPod Touches. Itsimplementation is very limited. Students using the technology arevery excited and capable of using it to enhance their learning andproduce multimedia projects with them, only to find that the

following year they will not have access to this technology.

ComprehensiveTechnologies

Behavioral: Emergent StageTechnology available is mostly used to access programs or as a

teaching aid. It is not being used to its fullest potential.

Resource/Infrastructure: Emergent StageTechnology used at this school is limited to computers, LCD


6/6

projectors, Docucams, printers, and some mobile devices.

Conclusion

After studying carefully the Maturity Model Benchmarks and analyzing each component toevaluate Onourway Schools technology environment, I have concluded this school is overall in

the islands stage. Although they have a strong infrastructure and adequate access to hardware

and other innovative technologies they are lacking more support to move them to the next level.

All teachers need to be trained and made aware of all the capabilities the hardware and network

offer. They also need to explore new projects and ideas on how to incorporate it into their

lessons and ultimately allow the students to do more with it. Currently, teachers are the ones

benefiting mostly form Internet use for work purposes, but now they have to expand that use to

students, so they can start benefiting too. They are on their way, but seem to be a little stuck inthe mean time. By extending professional development to all their teachers, not just a select

few, this school will be able to move the Integrated stage of the Maturity Model Benchmarks.

Evaluation MachadoM

Documents

Transcript of Evaluation MachadoM