Maturity Benchmarks Survey Sheet

School Pseudonym: Sand Dune Middle School Your Name or Group Name: Beta (Dann Mosteller and Erin Okazaki) Clearly mark the box that best represents the level of maturity achieved at Emergent Islands

behavioral Policy

resource/infrastructure

behavioral

Planning ADMINISTRATIVE resource/infrastructure x

behavioral Budget resource/infrastructure

behavioral Administrative Information resource/infrastructure behavioral Electronic Information resource/infrastructure x x

behavioral Assessment resource/infrastructure behavioral CURRICULAR Curriculular Integration resource/infrastructure

x x x x

behavioral Teacher Use

CURRICULAR

Teacher Use resource/infrastructure

Student Use

behavioral resource/infrastructure x

behavioral Stakeholder Involvement resource/infrastructure behavioral Administrative Support resource/infrastructure SUPPORT x x x

behavioral Training

resource/infrastructure behavioral Technical/Infrastructure Support resource/infrastructure

x x

behavioral Local Area Networking (LAN) resource/infrastructure behavioral District Area Networking (WAN) resource/infrastructure CONNECTIVITY Internet Access behavioral resource/infrastructure behavioral Communication Systems resource/infrastructure

behavioral New Technologies

INNOVATION

New Technologies resource/infrastructure INNOVATION behavioral Comprehensive Technologies resource/infrastructure x x

nchmarks Survey Sheet

Integrated Intelligent Evaluator Comments The school is in the process of installing a standard online data record, which allows teacher/student/ and parent interaction. It is so new that many staff struggle to grasp it and the administration struggle with acceptance from many. At this point they have only phased in widespread use of the attendance and grades, but it is all internal use, it is not yet online. Administrative planning is taking place for technology use and is later imposed on the staff. No set technology plan in place even though resources are available, such as interactive white boards in some rooms, and a computer lab that is used for a technology class. I don't see core subjects using standard technology. Formal technology budgeting process with higher priority, but with relatively simple resourcing. My estimation "Specific technology budget is provided, but other budgets not considered for technology." I have not seen evidence that technology is pushed across all curriculums. grades and attendance are paperless. There is not standard system in place for other areas at this time. Each staff is issued a laptop and given access pass-codes. Most students have mobiles and other devices, but they are primarily for personal use. Resources are beyond basic, but lack depth and are not available to all areas of the school. Students seem proficient with technology for projects and presentations, but formal assessments are administered on paper. I am not aware of any assessments that are delivered through technology. Teacher discretion Teachers have access to the internet and projector but there is not technology standard in the curriculum. Most teachers use e-mail and keep grades and attendance on computer. There is not much evidence that technology is used regularly for instruction.

x x

Internet resource is not always reliable and information is not well distributed with regard to technology lapses. Students have mobile devices in class but are seen mostly as a distraction to the lesson. It is mostly social and entertainment use. "Most of the groups are aware of the planning and implementation procedure, and many are engaged in the process." This is referencing current implant of technology in administrative procedures. "Few groups are represented in the planning and implementation process." There is a high turn over rate among staff. "Support is limited to peripheral discussion, but no involvement." "Little formal administration, time and support allocated to the planning and implementation process." "Few staff members participate in technology training activities." All of my meetings so far have been about policy and none of it has been about Technology implementation. Many administrative deficiencies contribute to this problem. "Limited formal training." with regard to technology. If teachers use the computer they often will need assistance. "Formal technical assistance provided through staff release time, hired help, and/or formal district support." "Staff and students use available networks often, but use is unsophisticated and limited." Network access is widespread but relatively speaking, network access is not High Speed and is sometimes unreliable. N/A private school-autonomous N/A private school-autonomous "Many staff and students use the Internet frequently, and curriculum integration is limited." "Direct Internet access to all locations." "E-mail is used often, but has no significant impact on the communication process." I have learned if I want something done, I usually have to go in person. All staff have e-mails, but student, parent, and teacher e-mail interaction is not encouraged or expected Many teachers have an old-school mentality. So the problem is changing mentality.

"New technologies readily accepted by many staff with little implementation." Several of the staff struggle with English which is the medium of most technology implementation. "Technology is fairly comprehensive, but lacks more advanced techniques." The time it takes to explore technology is probably the biggest limiting factor to more advanced practice. "Available technology utilization is limited to on or two types of technology for most staff and students."