Maturity Benchmarks Su

School Pseudonym: Wildcats Your Name or Group Name: Jennifer Meeker and Ray Meeker Clearly mark the box that best represents the level of maturity achieved at your school site. Please refer to the Policy Planning ADMINISTRATIVE Budget

Administrative Information

Electronic Information

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

New Technologies INNOVATION Comprehensive Technologies

Maturity Benchmarks Survey Sheet

Emergent Islands Integrated Islands Islands Emergent Emergent Islands Islands Intelligent Intelligent Islands Islands Islands Islands Islands Islands Islands Intelligent Islands Islands Emergent Emergent Islands Integrated Emergent Emergent Islands Islands Islands Intelligent Islands Intelligent Islands Intelligent Integrated Islands Emergent Intelligent

ay Meeker 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

Emergent Integrated Islands

Sheet
Evaluator Comments There is appropriate technology but is ignored by many in the school. Some policies exist but is only school based and there is no real formal approval process. There is very little funds coming in for technology. Planning to use those funds are very informal. There is a somewhat formal planning for the technology budget, but it is up to the principals and not all are on board. There is a very small specific technology budget. There is an attendance system and grading system that all staff is required to use. Every teacher and administrator has a desktop to work from. Staff is somewhat dependent on the electronic information via email, but some still do not use it. Resources do not enrich the students and are not all accessible to students. Few teachers use technology for assessment. Some do to provide enrichment. Main focus of technology assessment tools are for traditional methods and there are not that many. Some aspects of the math program require internet connection to view so videos, but are limited and not widely used. There are only a few resources for selected content areas. Teachers use it regularly but it; however, it is not integrated into their daily routines of teaching. Most teachers have access to laptops, projectors, document cameras, and internet connection. Some students use the technology, but in very limited ways. Only some students have asses to technology regular and constantly. Very few groups are aware of the planning and implementation process. Not many are represented during the planning process. There is some involvement of the administration in the process. There is some formal administrative time dedicated to planning and implementation of technology. Very few staff members participate in technology in-services. Limited formal training. Many staff members do use formal or informal support for technology, however only for the different things they are required to use. It is hard to get technology support; usually a knowledgeable staff member needs to intervene to help. Staff only uses the networking system to save files. High-speed networking is available to all areas. Staff uses the connection but only for tradition reasons. High-speed networking is available to all areas. Many use the internet frequently, but the integration to the curriculum is limited. High-speed internet is available to all areas. Email is used for administrative and some learning purposes. All teachers have access to the internet and to email, but no students have access. They are not allowed to use email. Many refuse to learn about and how to intergrade the new technology into their teaching.

Only a few staff implements the new technology given to them. New technology is available for most staff to use. New technology use is limited and not implement well.