Welcome to Scribd. Sign in or start your free trial to enjoy unlimited e-books, audiobooks & documents.Find out more
Download
Standard view
Full view
of .
Look up keyword
Like this
0Activity
0 of .
Results for:
No results containing your search query
P. 1
Evaluation KrauseR

Evaluation KrauseR

Ratings: (0)|Views: 32|Likes:
Published by rkrause63
Uploaded from Google Docs
Uploaded from Google Docs

More info:

Published by: rkrause63 on Jul 23, 2012
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as DOC, PDF, TXT or read online from Scribd
See more
See less

07/23/2012

pdf

text

original

 
Demographics
The demographics of the Krakatoa Elementary School are as follows:
Grades
: K-6
Administration
: 1
Administrative staff 
: 3
Faculty
: 25 full time teachers
Classroom support staff 
: 6
Technology Support staff 
: 1 Krakatoa elementary school is located in an upper-middle class suburban setting. The school isapproximately 37 years old but with many improvements over the years including a Cat 5 wiring upgradeand 802.11g wireless access that provides approximately 50 Mbps to all classrooms in the building.Krakatoa serves approximately 750 students with half-day kindergarten.Krakatoa is part of a new school district that began 3 years ago as the result of a district split. What wasonce part of the largest district in the state has now become a new district with a much smaller geographicalfootprint. The majority of the new district is middle-class to upper-middle class.The average years of service among the faculty is 15 years with the most tenured teacher at 32 years and 1teacher starting their first year in the fall. There is one technology specialist who is assigned to Krakatoa inadditional to two other elementary schools. They are in the building approximately 1 to 1.5 days a week. 
AdministrativePolicy: Emergent/Islands
 Administration considers technology use when applying policy but is often limited by resources andtherefore is often implemented as a suggestion and if it is required it is rarely enforced. There is one laptopcart of 30 computers that is shared by first and second grade, 1 cart for third and fourth. Fifth and sixthgrade have a cart each for their grade. Grade level teams are left to work out details on technology usewhen it involves the computers. Technology policies are usually suggested and left to be worked out atgrade level. 
Planning: Emergent/Islands
This category is kind of broken down into two parts. The district is in the process of adopting the Commoncore. In the subjects that have adopted the common care, such as math, formal planning was involved inusing technology and the technology components of the new curriculum were purchased but are notenforced as mandatory to use. For subjects that have not moved to the common core, there is no formalplanning or directives for use from the school or district administration. 
Budget: Emergent/Islands
 Administrators are cognizant of budgetary needs for technology but those decisions are made at the schoollevel and at the discretion of the local Principal. Funds have been scarce during the latest budgetary cutsso teachers have had to make a pretty extensive case for the purchase of most technology or go after grants to supply their own needs. This past year, the administration used a major fundraising effort by thelocal PTA to secure an additional laptop cart. The local administrator is open to technology and supportivebut is also very conservative with funding for it. They are also somewhat slow to adopt new technology,even if it can prove to be significantly less expensive, such as iPads instead of laptops. 
Administrative Information: integrated
 A basic student data system is available district wide and is widely used at its most basic form at thisschool. The system does have some advanced grading features that are not widely used however andminimal training has been provided to encourage advanced use. Most teachers use the attendance featureand submitting trimester grades. Although final grades are required in the system, the majority of theteachers maintain their grades either by hand or in another program and export final grades into the districtsystem. New mandates for the 2012-2013 year are going to require more documentation in the district datasystem. Hopefully training will be provided during the fall in-service days. 
Curricular Electronic Information: Islands
Resources are becoming available for new curriculum initiatives that are adopting the common core. Mathtechnology is readily available and Language Arts will be implemented this year. All other subjects are atthe discretion of the teacher as to what technology resources are acquired. Teachers are allotted an
 
amount of funding from the legislature to purchase classroom supplies and many of the more progressiveteachers use this money to purchase technology for their classrooms such as a subscription toSpellingCity, an on-line spelling resource. If a case if made for whole school value, the administrations mayfund a software or subscription purchase from time to time but it is usually presented as a suggestion for use. 
Assessment: Islands
Technology is used for most of the standardized tests that are utilized by the State and district andassessment data is available for the teachers use. These tests are administered either for each gradingterm or once at the end of the year.None of that data is readily available to students or parents except at parent/teacher conferences or byrequest. There is some very basic assessment tools available with the common core math curriculum but itis not mandatory that it be used. I would estimate that the teachers at this school utilized it less than 50% of the time. 
Curriculum Integration: Emergent /Islands
 As I have stated previously, In the subjects where the common core has been implemented and newcurriculum has been purchased, technology components have also been purchased for use and areavailable but not mandatory. This includes math and Language Arts but not any other subjects. 
Teacher use: Islands
 All teachers are issued a laptop and the common core material is readily available to all the teachers andstudents but is not mandatory. I would break down the teachers into two basic groups. The teachers whoare not particularly flexible to change tend to not use the new resources or minimally. The second group of teachers have adopted the technology tools but are often limited by access to hardware as they have toshare resources and therefore must plan carefully to have access to shared laptops.
Student Use: Islands
Students to have access to the common core curriculum technology but most access it at home and not ona daily basis at school due to resource limitation. Teachers can assign units on the web access sites andseveral do. The majority of the students at this school do have access to broadband internet at home andare able to access on-line assignments. A few teachers are trying to use Google docs but it requires anemail address to access. The school does not provide that for the students so it is voluntary with theparents to maintain.
SupportStakeholder Involvement: Emergent/Islands
The school uses a BLT (Building Leadership Team) to plan and implement technology decisions. The BLTmember are chosen by the Principal so information and input from and to the staff is inconsistent at best.Some BLT members are very good at communicating with the rest of the staff but others aren't. Informationand feedback is sometimes sought at staff meetings but not consistently.
Administrative Support: Islands
Formalized training and support is usually provided for district wide initiatives via in-service training. Thereis also a help-desk that is provided by the district. At a local level, most technology initiatives are rolled outat after-school voluntary training that you are not required to attend. Implementation is also voluntary. 
Training: Islands
This school is assigned one technology support staff member but they support 3 schools total and are onlyon site 1 to 1.5 days a week. They conduct many after school training sessions that are attended by 2-8faculty members on average. The training is voluntary and usually focuses on Apple OS or software and
 
sometimes on free third-party applications that are available. These trainings are available about 2 times aweek. She is also available for one-on one support if it is scheduled ahead of time. 
Technical/Infrastructure Support: Islands
The district does provide a full time help-desk support that can be accessed via telephone or email. It isused pretty consistently. There is also a district technical support person who supports our school as well asmany others. They are usually on site about 3 times a month. The staff and faculty lean on each other quite a bit for support. There are about 3 members of the faculty who are pretty technically advanced andthey often provide building support in an informal capacity. 
ConnectivityLocal Area Network: Island/Integrated
Wireless Broadband access is available in all areas of the school. A data network that allows students tokeep files was created last year that allowed students to access work from multiple access points but it islimited to internal network access only and not remotely or via the web. Use is mostly limited by access tohardware. 
District Area Networking: Islands/Integrated
Wireless broadband is available in all district facilities and network storage is available as well in internetaccess. Data applications are available and have some advanced functionality but the majority of the staff are content with pretty basic use like storing documents, keeping student records and projectingapplications and media. 
Internet Access: Integrated/Intelligent
Wireless broadband is available and used pretty extensively. It is pretty locked down for students however and access to new media and technology is slow to evolve. Social media sites are all blocked by thedistrict is a good example of a useful tools that is not being utilized in any capacity. 
Communication Systems: Island/Integrated
Email is available to most of the staff and is used to communicate extensively. In fact, it is the primary formof communication in the school. Email is not available to any students however. Email can be used tocommunicate with parents but it is voluntary on their part. I would estimate that less than 10% of theparents chose paper or the telephone as their primary form of communication with the school. Email wouldbe a great way for teachers to communicate with students if it were available but it is not. 
InnovationNew Technologies: Islands
New technologies is usually supported informally but teachers are usually on their own. Many of theteachers have used legislative money to purchase projectors or document cameras and now many arepurchasing iPads. The district does come along after enough adoption has happened and put somethingin place. This year, they are starting an endorsement course in education technology. Teachers enrolledin that course received iPads from the district. One teacher did secure a grant to purchase a classroom setof iPads for use in the next school year. New applications and software can be tricky as sites are oftenblocked by the district security policies. Social Media is an example of a technology that is blocked. 
Comprehensive Technologies: Islands
Most classrooms now have an AV system and a document camera. Most use their computers to projectmedia in their classroom. About 3 teachers utilize a Smart board. The biggest challenge is that there isvery little interaction with the technology from the learners standpoint. It tends to still be presentationbased. The lack of hands on computer or tablet access limits the ability of the students to experience thetechnology for themselves. 
Summary

You're Reading a Free Preview

Download
scribd
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->