School Evaluation Summary School: Century High School District: Hot Land Unified High School District Demographics

Century High School is located in a suburban area of Arizona near a major military base. There are 2,180 students enrolled at the school as of July 25, 2012. The faculty is comprised of 135 faculty and support staff. The student body consists of 2,237 students in 9th through 12th grades with students ranging from 13 years old to 21 years old (special education students). The student body is comprised of 44% white students, 33% students who identify themselves as hispanic, 10% Black/African American, 8% Asian, and 5% identify with more than one ethnicity. Approximately 10% of students qualify for special services. The school is rated as an A school and holds an excelling label. The school is not Title 1 eligible. 1. Administration A. Policy Behavioral (Intelligent): Century HS is intelligent in this area because the technology policy is formalized. Students and teachers must sign an agreement before they can log on to computers and they also agree to a use statement before they can log on to a computer. Access is tracked through a unique login for each individual and activity is monitored by both teachers and district technology staff. There are procedures for technology use by which both students and teachers must abide. Resource/Infrastructure (Intelligent): The school district has adopted a policy district-wide for technology use, internet safety, and social media use that each individual must review. This policy is routinely updated based on state and federal legislation, as well as administrative goals. B. Planning Behavioral (Islands): At a school level, Century HS is operating at islands status due to staff resistance of new technology. This partially has to do with revolving door of new initiatives that has happened in the past, so teachers are reluctant to count on a new idea’s staying power. Much of the technology training happens at a district level for select teachers. Adminstration, mentor teachers, and select individuals are involved in the planning process. There is also a professional development committee that coordinates training and links it to school wide goals, such as reading strategies to support state standardized testing. Resource/Infrastructure (Integrated): All capital expenditures are coordinated at a district level on a five year rotation. This past year, Century HS had a technology upgrade for the computer labs and teacher machines. The school acquired an iPad lab, two laptop labs, two netbook labs, one new lab of CPUs, and individual laptops for certified and select support staff. The plan is reviewed with each new five year cycle. However, technology is planted without clear direction as to how teachers will utilize it. There is no formal evaluation of efficacy in technology usage. C. Budget Behavioral (Intelligent): Comprehensive long-term budgeting is done at the district level for technology purposes. Site-wide hardware updates take place every five years at each campus on a rotating basis. This campus received their cyclical upgrade in 2012. This is a planned expenditure that brings some of the most recent technology to teachers, such as web cams and

wireless connectivity throughout the campus. This upgrade also allows for upgrades on student equipment as well. Resource/Infrastructure (Intelligent): Technology is budgeted as part of the school district’s capital expenditure program. New equipment is bought on a five year cycle and funds are often set aside from rotating capital monies for goals like placing LCD projectors in each classroom and maintenance/repair funding for campus machines. D. Administrative Information Behavioral (Intelligent): Teachers, administration, and staff all have access to student records via Synergy (formerly called Genesis), which holds student record information, attendance records, disciplinary records, and an integrated electronic gradebook. Reports are run daily to ensure that teachers are taking regular attendance and recording that information to the computer. Some teachers have chosen to place the app for this program on their ipad to further ease access to information on the go. The only instance of paper use is in writing disciplinary referrals and substitute attendance, all of which eventually are entered into the computer. Resource/Infrastructure (Intelligent): Systems are available to all staff and administrators, although there are differing levels of access due to FERPA regulations. For example, as a teacher, I can only see the information for my group of students, not students who are not in any of my classes. The only people with access to change student record information are guidance, administration, and data management personnel. Student financial accounts are only handled by bookstore staff. 2. Curricular A. Electronic Information Behavioral (Intelligent): Students, faculty, and staff are all dependent on electronic information resources, from data systems to internet access. Students are constantly completing webquests, looking up their grades online, and researching for projects using the online periodical databases at the school. Databases are also available for home use with password access. Resource/Infrastructure (Integrated): There are many ways to access online and on campus electronic information resources, but there are not enough access points for teachers to utilize computers when they are needed. There are many times that teachers will want to use computers for some aspect of research, but if the laptop carts or computer labs are not available, they will have to shift their plans. Some classes take place in computer labs, however they are not open to other classes during prep times due to lack of space. There are many traveling teachers at present due to space limitations. B. Assessment Behavioral (Integrated): There are many systems in place for the evaluation of student work. There are a few teachers on campus that have gone paperless by utilizing Google Docs, internal networks, Dropbox, and Turnitin. Some assessment is done through these avenues as well. Students are able to collaborate, assess their own work as well as the work of others, and submit their assignments electronically on campus and off campus through the use of remote access to the Google suite of applications. There are a minority number of teachers that utilize one or more of these avenues for assessment purposes. All core courses are tested through Galileo, a product of Assessment Technologies, Inc. at the beginning and end of each term.

Resource/Infrastructure (Islands): There are various reporting and assessment tools available to teachers, but very few have taken the time to figure them out in order to be able to use them to their fullest extent. The district uses Galileo from Assessment Technologies, Inc. to complete end of course assessments in all core subject areas and some electives, however it is rarely used over the course of regular instruction and assessment. The system also does not integrate with the online gradebook. is also a resource available to all teachers, however a lack of training has limited its use to language arts and history teachers, who primarily use it to check for plagiarism. C. Curriculular Integration Behavioral (Islands): Most classes are dependent on technology in some form, mostly through the use of LCD projection, however there are some smart boards on campus, as well as technology classes such as graphic design, digital photography, and video production. Core classes such as math, science, English, and history rarely use technology beyond these devices and internet research. The exception to this would be the few teachers that are technologically savvy and have taken the initiative to explore on their own what kind of technology they can integrate into their curriculum. There are several teachers that allow students to use smartphones and iPads for various purposes within the classroom, however there is no widespread requirement of use within the curriculum. Resource/Infrastructure (Integrated): Technology is available to all teachers in some form for use within the curriculum. Any teacher may check out laptop carts or reserve the computer lab on campus providing there are no district tests scheduled. D. Teacher Use Behavioral (Integrated): Most teachers on campus utilize technology within the curriculum in some form on a daily basis, however the school is not at the point where it can be labeled “intelligent” merely because it is still possible for teachers to accomplish their goals without technology. The electronic gradebook and LCD projectors are probably the simplest and most widely used examples of this category. Resource/Infrastructure (Integrated): Most teachers have access to appropriate technology within their work area. I say most because not all teachers can gain access to computer labs on a daily basis. Although there is technology for the teacher to use, the access to labs for students to work and create is limited and scheduled. E. Student Use Behavioral (Integrated): Students are constantly using technology at Century High School, however student learning is not adversely affected by a lack of technology. Students usually bring their own devices if they feel it will aid in their learning on a daily basis and a screening process has been set up by the school district to enable such requests. Students consistently check their grades online through the electronic gradebook, however many teachers still print and post grades utilizing student numbers instead of names. Resource Infrastructure (Integrated): Most students have consistent and regular access to technology either at home or at school when necessary. The exception to this rule would be those whose schedules do not allow them to stay before school or after school to work in the computer lab. There is a late bus that will take students home an hour after school is out, however not all students are able to stay. 3. Support

A. Stakeholder Involvement Behavioral (Emergent): Most of the awareness of technology planning comes after the planning has already taken place. Usually participants are hand-picked and volunteers are not solicited for input. There are very few people engaged in this process and even fewer of those engaged are directly affected by outcomes. Resource/Infrastructure (Islands): Many groups are usually represented in the planning process, however the input from each group is limited. The process usually takes place in a committee, with occasional teacher involvement. Stakeholders involved include district technology staff, district curriculum staff, and board member work sessions. B. Administrative Support Behavioral (Islands): Usually administration technology integration and planning is communicated to administration late in the development process or after the plan has been set. There are occasional times where administration spearheads the planning, such as when the school initiated the use of within the classroom setting. This was a project that was suggested by a teacher and administration worked hard to make it a reality. In practice and implementation, this is usually teacher-led or a single day workshop held at the district level. Resource/Infrastructure (Islands): There is little formal time that has been set aside by administration for the planning and implementation process when it comes to technology. The exception to this would be the scheduling of end of course assessments using the online vehicle that is mandated by the district office. C. Training Behavioral (Integrated): Most staff participate in technology training activities when they are provided. Many of them show up when it is tied to compensation. In the past there have been required sessions held by the campus professional development committee that have provided training sessions on various technology tools, however it is rare that teachers seek additional training. Resource/Infrastructure (Integrated): There is ongoing teacher training provided on various topics throughout the school year, but usually it is provided by teachers seeking higher-level teaching hours for a compensation program provided by the state. The district recently invested in PD360, which provides professional development on many topics and can be accessed from home or on campus by individual teachers. There is not a technology support person assigned to each campus, but rather the school shares a support person with another campus. Certain teachers have become informal go-to people when dealing with technology matters. D. Technical/Infrastructure Support Behavioral (Integrated): There is formal support available in the form of a district help-desk and work order system for technology. When time is of the essence, usually teachers will seek help from other teachers who are known to be technologically savvy. Many teachers will simply turn to other low tech means of accomplishing their goal rather than seeking help with an issue. Resource/Infrastructure (Integrated): There are formal technical avenues for assistance provided through some teacher training during staff development time, a tech support employee that splits time between two campuses, and a district help desk line. 4. Connectivity

A. Local Area Networking (LAN) Behavioral (Intelligent): Staff all have the capability to utilize the campus-wide WAN with their school devices and any device that has been screened by technology staff. Streaming capability is possible for video, audio, and file storage, however at certain times of day the connection is slow enough to impede streaming. Resource/Infrastructure (Integrated): There is high speed wireless access to all working environments through both teacher laptops, iPads, and various computers throughout campus. Teachers are able to access files from the school server while on campus, but not off campus. Cloud computing is possible using Google Docs and Dropbox. B. District Area Networking (WAN) Behavioral (Intelligent): Both wireless and wired access is available at a district level. All data servers are housed at the district office. Each school has its own common drive and each staff member also has their own storage drive on the district network. Resource/Infrastructure (Intelligent): Network services are comprehensive and allow for streaming of voice, video, and data. Data services are available for district and school staff. C. Internet Access Behavioral (Intelligent): All staff and students use the internet in some form on a daily basis. This could be for the online student information management systems, email, planning, research, or collaboration. Each student and staff member has access to the Google Education Suite of applications, including Google Docs and Google Sites. Each student and teacher also has their own storage drive on the school server. Teachers have access to the student’s storage folder for assessment purposes. Resource/Infrastructure (Intelligent): There is direct internet access in all locations on campus for district-owned devices and those screened by technology staff. D. Communication Systems Behavioral (Intelligent): Email is used on a daily basis to communicate formally and informally between school and district staff. It is used primarily for the dissemination of information, safety, and collaboration purposes. Resource/Infrastructure (Intelligent): Students also have access to a school-provided email with the Google Suite of applications. 5. Innovation A. New Technologies Behavioral (Islands): New technologies are routinely presented to teachers, but due to time constraints and other demands on planning time teachers infrequently integrate technology into their lessons. Resource/Infrastructure (Islands): On occasion professional development sessions will include a required application component, but enforcement within the classroom is non-existent. Few teachers actually use the information given to them in these sessions within their lessons. Usually technology that is integrated is something that the teacher has found themselves. This

will change, however, as the new evaluation instrument mandates that technology be used in the classroom, with the highest level on the rubric including technology utilization by students. B. Comprehensive Technologies Behavioral (Integrated): Technology is comprehensive within the school, however access to machines is a significant factor. New applications are readily tested by a few teachers on campus. Resource/Infrastructure (Integrated): Not all teachers know how to fully utilize all the tools that the Google Education Suite provides them. Very few of them have gone beyond email and Google Docs when utilizing the system. Teacher computers also include a web cam and integrated microphone, making video conferencing easy enough for those who take the time to learn the appropriate software. No school-wide system has reached its full potential. One example is the video production class at our school who struggles to accomplish a weekly program. Completion and upload times caused many teachers to discontinue viewing the program in the classroom. Overall Rating Overall, Century High School would rank in the Integrated category of the Maturity Model Benchmarks. The number of “Intelligent” rankings comes close to balancing out the number of “Island” rankings. Most of the planning comes from the district level, although administration and teacher leadership are pushing for teacher adoption of further web-based and technology programs. The infrastructure is there for teachers to experiment, however many find time, research, and effort to be an issue in attempting new projects. There is new administration in place for the coming school year that is more forward-looking and technologically savvy than administrations past. The new administration is hopeful that all teachers will be utilizing technology in the curriculum over the course of the year now that technology integration is a component of the new teacher evaluation instrument.

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