Technology Evaluation of Shindig Middle School

Shindig Middle School is located in the southern part of the state. This is the 5th largest city in the state and has a population of 21,000. Shindig Middle School is comprised of mostly white students with very little diversity. However, the number of students transferring in with other nationalities is increasing at a steady rate. We currently have 610 students in grades 6-8 and out of the 610, 262 students qualify for free lunch and an additional 37 qualifying for reduced lunch, resulting in 49% of our population receiving free/reduced lunch. Shindig Middle School has a wide range of students. The city has a coastline with students coming from more affluent families while other innercity kids are from section 8 housing and well below the poverty line. Shindig is one of 6 schools in the district, ranging from grades K-12 with a Center of Technology and Adult Education.
School type and classification: Status: Level: Lowest Grade Offered: Highest Grade Offered: Total Students: Total full-time-equivalent classroom teachers: Student to Teacher ratio: Title I eligible school? School-wide Title I? This school is considered as Regular school School was operational at the time of the last report and is currently operational. Middle school 6th grade 8th grade 610 59.3 10.29 Yes Yes 262 37 299 207 201

Number of students eligible to participate in the Free Lunch Program: Number of students eligible to participate in the Reduced-Price Lunch Program: Total of free lunch eligible and reduced-price lunch eligible: Total 6th grade students: Total 7th grade students:

Total 8th grade students: Total number of students: Total number of American Indian/Alaska Native students: Total number of Asian/Hawaiian Native/Pacific Islander students: Total number of Hispanic students: Total number of Black, non-Hispanic students: Total number of White, non-Hispanic students:

202 610 3 14 10 14 569

Administrative Filter:
Subsections
Policy

Ranked
Behavior: Integrated:

Why
1. All administrative staff have appropriate technology for their use in day to day activities. 2. All Administrative staff have adopted the use of technology and are integrating it appropriately. 3. A formal policy is in place and is school board approved, however, no real action is usually taken to ensure this document is executed.

R/IFS: Integrated:

Planning

Behavior: Islands R/IFS: Islands

1. Always a committee for technology, but never connects to other committees. 2. Theres always a big plan but never anyway to implement it, always rushed and last minute. 3. Lets buy a computer lab, just to have it, but no plan for integrating or efforts to help integrate.

Budget

Behavior: Integrated

R/IFS: Integrated

1. Technology is budgeted for reasonably and addresses the needs of technology. 2. Theres no support for technology integration. 3. Budget is not long term, but only addresses year to year needs. 4. Technology is integrated into all line items budgets.

Administrative Information

Behavior: Integrated R/IFS: Integrated

1. Lots of paperless systems are in place. Email, grading, attendance. (Downfall, administration is forever getting back to people using email. 2. All systems are available to ALL staff and administration.

Curricular Filter
Subse ctions
Electronic Information

Rank
Behavioral: Integrated

Why
1. Most teams have blogs/websites with important information and annoucements to communicate with parents. 2. Reguarly use electronic information for attendance, data, and email. 3. Access is available to all staff, each member has a lapotp and a desktop machine with iPads available to each team. 1. All staff currently use an information system for grading and assessment. 2. Standardized tests are done electronically and provide instant feedback on student performance. 3.Multiple tools are available to staff such as NWEA, SENTEO, and Infinite campus, all are familiar with and know

R/IFS: Integrated

Assessment

Behavioral: Integrated

R/IFS: Integrated

how to use. Curriculum Integration Behavioral: Integrated 1. Online researched is integrated/ 2. Applications are utilized for curriculum Integration, such as Google Sketuch up, noteshare, Pages, etc. 3.Technology and resources are availalbe for all curricular areas. 1. Most teachers use technology to enhance curriculum, however, many teachers are still afraid. 2. Projects that are posted to an online archive for all staff to see. 3. All teachers have access to technology, a laptop and a desktop machine and iPads for each team. Student Use Behavioral: Integrated 1. Students have one to one access to technology and use often. 2. Mobile computer labs and a computer lab is available for student/staff use. 3. All students have consistent and regular access to appropriate technology.

R/IFS: Intelligent Teacher Use Behavioral: Integrated

R/IFS: Intelligent

R/IFS: Intelligent

Support Filter
Subsections
State Holder Involvement

Ranked
Behavior: Island R/IFS Emergent

Why
1. Its always the same handful of people involved in the planning and implementation of technology. Not much involvement from staff.

Administrative Support

Behavior:Islan 1. Administration is only involved when it comes to testing. d 2. Montly liason meetings with the principal and the tech team R/IFS: Island

Training

Behavior: Emergent

R/IFS: Integrated

1. Some opportunities come up for tech development, however, mostly after school hours. Only a select few participate, same faces each time. 2. Not many trainings offered because of lack of support. No tech integrationist on site, no one able to help except full time teachers. 3. Very minimal trainings available. Most trainings again offered after school and people who volunteer to do them. Staff development days are not geared towards technology integration. 1. A handful of staff utilize the minimal support we have onsight. The only time support is seeked is when something goes wrong. 2. There is limited technical assistance. There are two computer techs for the entire district of 3000+. Unable to provide proper assistance. Most assistance comes from other teachers in the building who are tech savvy.

Technical and Behavior: infrastructure support Emergent R/IFS: Island

Connectivity Filter
Subsections
Local Area Networking

Ranked
Behavior: Intelligent R/IFS Integrated

Why
1. There is a seamless network in our building. Staff and students have access to high speed fiber optic networking allowing for video, voice, etc.

District Area Networking (WAN0

Behavior: Integrated R/IFS: Integrated

1. Staff use internet and network for basic online searches, information and data, no sophisticated use such as video and audio enhancements. 2. High speed fiber optics with data and voice capabilities (Just under utilized). 1. Most staff and student use the internet for basic stuff. IXL, school wide math program to enrich math skills. Title I services, online tutorials, research and data imputting. 1. Email is used daily by staff and some students for learning activities and used for communication purposes. 2. Staff use google docs and google drive in some classes for curriculum related activities. 3. All staff and students have an email account. Staff have two emails, a shindig.org address and a google email account along with all students.

Internet Access

Behavior: Integrated

R/IFS: Integrated Communication Systems Behavior: Integrated

R/IFS: Integrated

Innovation Filter
Subsections
New Technologies

Ranked
Behavior: Integrated R/IFS -

Why
1. New technologies available at Shindig: Smart boards, iPad carts, Apple TVs, Smart Response systems, video cameras and all laptops are equipped with

Integrated Comprehensive Technologies

applications to enhance the curriculum.

Behavior:Integ 1. Technology is utilized, but not to its full capabilities. There are staff rated R/IFS:Integrate d

that use laptops for word processing and typing instead of what its capable of.