EdTech 501: Week 14


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Maturity Model Benchmarks

Big Foot County Schools


Karrie Y. Cox, IT Tech / Librarian

Big Foot County Schools—1 range top ridge, Warner Mountain Range, California

T: 530-233-0646 DD: 530-233-713 E: karriecox@frontiernet.net

Maturity Benchmark Evaluation

Pseudonym: Big Foot County Schools

Name: Karrie Y. Cox

Big Foot County Schools is located in the Pacific Northwest region on a remote range in Northern California: 41°26′59.619″N 120°15′3.807″W. Students served are located at the following sites: 41°26′38″N 120°52′13″W, 41°57′15″N 121°28′33″W, 41°31′45″N 120°10′24″W, and 41°29′14″N 120°32′33″W. The geographic area is 3,994 square miles and borders the Bermuda Triangle and Area 51. Several federal agencies manage a large portion of the land including the United States Fish and Wildlife Service, United States Forest Service, Bureau of Land Management, and National Park Service. Big Foot County Schools has 39 students and 21 staff members and are located within a 120-mile radius.

After my evaluation of Big Foot County Schools, based on the Maturity Benchmarks Survey Sheet, I have identified and discussed the following categories:

Administrative Filter

  1. Policy – Behavioral: Intelligent; Resource/Infrastructure: Intelligent

    1. Big Foot County Schools rated in the intelligent behavioral category because there are computers available for everyone.

    2. The Technology Plan incorporates all sites that staff and students are located, includes technology integration updates, replacement policy for obsolete equipment, and has a technology task force that includes representatives from all stakeholders. In addition, staff and teachers could not work without technology integration. All sites have smart boards; ceil mount projectors, and video conferencing available.

  1. Planning – Behavioral: Intelligent; Resource/Infrastructure: Intelligent

    1. Big Foot County Schools fell into the intelligent category rating for both behavioral and resource/infrastructure. Reasoning for this is because the technology administrative planning has a formal plan and connects to other planning efforts in all departments. The current technology plan is up for renewal in 2013 where all stakeholders involved in the technology task force will update the plan to reflect further evolving technology tools and hardware. In addition, the plan incorporates all staff and students educational needs. Lastly, a California Technology Assistant Project, aka CTAP, Liaison participates in 1-2 tech planning meetings. This is important as they provide well-trained assistance to identify any areas of weakness.

    2. Review of the current technology plan happens quarterly for reviewing purchases and budget; IT staff management review is ongoing; Overall tech plan review happens annually. All of this helps the Technology Plan to keep on track with current and future implementation.

  1. Budget – Behavioral: Intelligent; Resource/Infrastructure: Intelligent

    1. Big Foot County Schools’ budget drives all decisions. Budget for 2012/13 school year is $365,000, which is part of the estimated annual implementation costs for the term.

    2. Big Foot County Schools has been involved with ongoing EETT formula funds; new Federal, State, and private grants; donations; block grants; categorical funds; fundraisers and donations.  The General Fund provides budget for the IT department to continue efforts on implementation and training.  Multiple budgets from Title I, II, help to fund technology.

  1. Administrative Information: Behavioral: Intelligent; Resource/Infrastructure: Intelligent

    1. The Big Foot County Schools technology plan provides a summary of teachers and administrative current technology skills. Approaches for profession development include webinars, podcasts, forums, blogs, videoconferencing, CD training, direct classroom instruction, computer lab instruction, conferences, and in-services.

    2. All classrooms are connected to the Internet and all teachers use email for school communications which is Google Based.  Administration use Escape for the business department and SEIS (Special Education Information System) for IEP’s.

Curricular Filter

  1. Electronic Information: Behavioral: Intelligent; Resource/Infrastructure: Intelligent

    1. Electronic information accesses provide equitable access technology in schools throughout the county by having installed and maintain technology configurations, which support student achievement of grade-level content standards. Technology configurations designed to meet the needs of student’s regular education, alternative education, and special education.

    2. Students and staff are heavily dependent on information resources and use them daily. Teachers have developed their own classroom websites and students use web based resources for their classroom work. For instance, they use podcasting programs, VoiceThread, Blogger / wikis, Prezi, Slide Share, and a variety of other resources. Resources are comprehensive and include: eTextbooks, Plato’s learning system, Accelerated Reader, Edmark Reading, Microsoft Office Suite, video streaming vendor resources’ and eEncyclopedia’s. There is Internet access for website resources for students and staff, but are restricted by a firewall program on certain phrases, keywords, and websites.

  2. Assessment: Behavioral: Intelligent; Resource/Infrastructure: Intelligent

    1. Instructors and administration use technology at all grade levels for learning assessment.

    2. Technology incudes: student Information System (SIS) Aeries, PowerSchool, TopsPro or PROMIS to track attendance, assignments, grades and assessment data.  Assessment tools include Woodcock Johnson II, PLATO learning system, Renaissance Learning, Accelerated Reader, Star Math, SpellVoQuiz, and USA Test Prep.

  1. Curricular Integration: Behavioral: Intelligent; Resource/Infrastructure: Intelligent

    1. Technology is used to help students practice curriculum skills in all curriculum areas. The primaries focus in on improving student achievement in rading, writing, and mathematics to assist them in becoming productive citizens and successful in their chosen career fields.

    2. Student information resources include: Renaissance Learning; Discovery Learning video streaming, Microsoft Office Suite’s, Webster’s Collegiate Dictionary, WordQ, Edmark Reading Program, Microtype, Read Naturally, Mavis Beacon Teaches Typing, Math Success, My community, FileMaker Pro, Class Action, Rosetta Stone.

  1. Teacher Use: Behavioral: Intelligent; Resource/Infrastructure: Intelligent

    1. Teachers work is not possible without the use of technology on a daily basis, the computers, Internet, and the Promethean smart boards.

    2. All teachers have Promethean Boards (smart board), ceiling mount projector, teacher computer, and student computers. Each classroom has a digital camera, digital video camera, and three iPads.

  1. Student Use:  Behavioral: Intelligent; Resource/Infrastructure: Intelligent

    1. Students rely heavily on using technology for research, assignments, and assessment. Though there are computer based software available, students use web based presentation tools for assignments creatively.

Support Filter

  1. Stakeholder Involvement: Behavioral: Intelligent; Resource/Infrastructure: Intelligent

    1. Stakeholder roles are focused on improving student achievement in reading, writing, and mathematics to assist them in becoming productive citizens and successful in the future.
    2. Educational services staff are responsible for curriculum, instruction, and assessment of student programs. IT staff coordinate the implementation of hardware, software, and data transmission. Teachers represent the interests of regular, alternative, and special education. Parents are advocates for the children for increased communication. Students provide insights into current technology trends of young people.
  2. Administrative Support: Behavioral: Intelligent; Resource/Infrastructure: Intelligent

    1. Business staff is responsible for identifying funding systems, grants and awards, and assure proper use of the technology fund and staying within the budget. Administration oversees overall implementation and input of how technology can better support teaching and learning.
  3. Training: Behavioral: Intelligent; Resource/Infrastructure: Intelligent

    1. Training is available to all staff as requested, quarterly, and annually at the beginning of the school year. In addition, staff and teachers do informal training on an as need basis.

    2. Experts in a variety of levels of knowledge support training. The Librarian provides just-in-time training, and self-study training resources’ on the schools website. Staff have the opportuny to attend conferences for additional training when needed.

  1. Technical/Infrastructure Support: Behavioral: Intelligent; Resource/Infrastructure: Intelligent

    1. All staff utilizes formal and informal support, whether it is for simple fixes or more in-depth help when needed.

    2. There is two half time IT staff available, which covers a full day between the two of them. In addition, the Librarian provides just-in-time training, and self-study training resources’ on the schools website. Staff also have opportunities to attend conferences for additional training.

Connectivity Filter

  1. Local Area Networking (LAN):   Behavioral: Intelligent; Resource/Infrastructure: Intelligent

    1. All staff uses the local area network daily and has access information when needed. Students have computers available in classrooms. Both staff and students have access to the internet with filtered access in compliance with the CIPA act.

    2. The local area network varies at each school. The configurations are 3 meg multilink bundle, 10 meg, 100 meg, and a DS1 (T1).

  1. District Area Networking (WAN): Behavioral: Intelligent; Resource/Infrastructure: Intelligent

    1. Through the wide area network staff, teachers, and students use the system daily and are able to access information needed, such as research, email, etc.

    2. The infrastructure: HSN Centric which comprises two DS3 (T3) / 1000 meg / WAN 40 meg. ; 100 meg / WAN 40 meg; 100 meg / WAN 3 meg, 100 meg / Wan 1.5 meg. Wireless connections ar secure and only available in the main office site.

  1. Internet Access: Behavioral: Intelligent; Resource/Infrastructure: Intelligent

    1. All staff and students use the Internet extensively for video, voice and curriculum integration.

    2. Direct Internet access is available at all locations through the high-speed network.

  1. Communication Systems: Behavioral: Intelligent; Resource/Infrastructure: Intelligent

    1. E-mail is an integral part of the school learning and support communications.

    2. Email is the main communication system used to interact with staff as well as members of the community. Email is available for all staff.

Innovation Filter

  1. New Technologies: Behavioral: Intelligent; Resource/Infrastructure: Intelligent

    1. Staff members accept the introduction of new technologies, such as our smart boards, but have had very little time to learn how to incorporate them prior to usage.

  1. Comprehensive Technologies: Behavioral: Intelligent; Resource/Infrastructure: Intelligent.

    1. Readily available comprehensive technology is present at all school sites that provide two-way video conferencing, voice recognition, etc.

    2. Staff and students in regular practice are using technology available.

In conclusion, I placed the Big Foot County Schools into the category of Intelligent. The technology plan is solid, and provides room for growth as new technologies come onto the horizon.    However, I wonder how much the state of the economy will affect how hard it will be to acquire grants for increasing budgets for the technology plan. The one thing that would improve this plan is to provide wireless access at all school sites and for students to be able use their personal devices for classroom work.

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This entry was posted in 3.3 Implementation and Institutionalization, 3.4 Policies and Regulations, 4.1 Project Management, 4.2 Resource Management, 5.1 Problem Analysis, 5.2 Criterion-Referenced Measurement, 5.3 Formative and Summative Evaluation, AECT Standards, EdTech 501, Standard 3: Utilization, Standard 4: Management, Standard 5: Evaluation and tagged , , , , , . Bookmark the permalink.

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