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Turkey Run Community Schools. Technology Evaluation Summary for 2003-04. What is ? . What educational value do technologies bring to a school district? How can effectiveness of instructional technology be determined?
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Turkey Run Community Schools Technology Evaluation Summary for 2003-04
What is ? • What educational value do technologies bring to a school district? • How can effectiveness of instructional technology be determined? • How can the community, staff, and students be active participants in the self-assessment? • How can objective data be gathered, applied, and reported? • How can the data be aggregated to decide changes for school improvement? • What kind of professional development will ensure results? • How can the assessment data be integrated into the overall school & district improvement plans?
Why do enGauge? • TRCSC spends over $100,000 every year in technologies, software, and maintenance. • TRCSC has received over $1.5 million in technology and professional development grants since 1998. • TRCSC has student/computer ratio of 2.5 to 1. • Is TRCSC using technologies effectively to increase student learning?
Technology Evaluation Team KAREN HILL Elementary Special Services REBECCA CORY Elementary 6th Grade SARABETH MARCINKO TRCSC Library & Media Specialist MADONNA BALL Jr-Sr HS Business & Computer PAM KENDALL Jr-Sr HS Science & Math KAREN STUTLER TRCSC Technology Director
On-Line Assessments 02/13/03 – 03/28/03 On-line student assessments in grades 4-12 On-line assessments by 75% of the Staff On-line assessments by the community and parents On-Site Assessment 03/04/03 On-site assessments by North Vermillion Community Schools Interviews - administration, teachers, students, parents & community Building Observations Data entered compiled by DataGator tool enGauge Evaluation Process
The Results. . . • ON-SITE PROFILE RESULTS from • North Vermillion visit on March 4, 2003 • Interviews • Discussions • Building Observations • Data
Submitted on April 17, 2003 Prepared by: North Vermillion Community School Corporation Pam Carli, Technology Coordinator Team Leader Holly Wheaton, Elementary Principal Tina Hall, Elementary Teacher Tom Barth, Jr-Sr H.S. Administrator Tony Coleman, Jr-Sr H. S. Teacher Gayle Shew, Jr-Sr H.S. Teacher
Forward-Thinking, Shared Vision How is the educational system building a shared, community-based vision that prepares students to learn, work, and live successfully in a knowledge-based, global society? Critical Findings: 96% of teachers and administrators interviewed had knowledge of the vision and how it is being implemented in the schools. All community members interviewed stated that the corporation has offered technology classes to parents and community members and they expressed a desire for additional opportunities.
Effective Teaching and Learning Practices Is the vision being translated into practice through learning environments characterized by powerful, research-based strategies that effectively use technologies? Critical findings: Examples of best practices cited during staff interviews were: Technology Tuesdays, Web Wednesdays, on-going staff development, hands-on technology exploration by students.
Educator Proficiency With Effective Teaching and Learning Practices Are educators proficient in implementing, assessing, and supporting a variety of effective practices for teaching and learning? Critical Findings: 100% of those educators interviewed stated that they use technology in classroom activities, assessment, and planning for instruction. Technology Plan indicates 92% of staff participate in technology training workshops in the summer.
Digital Age Equity Is the digital divide being addressed through resources and strategies that ensure students are engaging in an educational program aligned with the vision? Critical Findings: According to data provided in the Artifacts collection (infrastructure video, tech plan, data), the ratio of computers to students is 1:2.5 in both the H.S. and the Elementary Buildings
Robust Access, Anywhere, Anytime Do students and school staff have robust access to technology––anytime, anywhere––to support effective designs for teaching and learning? Critical Findings: 98% of educators and administrators have wireless laptop computers, wireless internet access, and LCD video projectors. All stakeholders interviewed indicated that the Technology Director is the key to support services in this corporation.
Systems and Leadership Has the educational system reengineered itself into a high-performance learning organization? Critical Findings: According to the TRCSC 6 yr. Budget report, of the $1,850,000 approximately $100,000 is set aside annually in the CPF for technology and the remainder is funded by grant awards. Through data gathering, observations, and interviews the need for a full-time assistant to the Technology Director is apparent. The Corporation’s technology philosophy, direct services, and professional growth can not be resting on the knowledge and dedicationof a sole person.
Turkey Run Jr. - Sr. High School
Forward-Thinking, Shared Vision How is the educational system building a shared, community-based vision that prepares students to learn, work, and live successfully in a knowledge-based, global society? Critical Findings: 11out of 11 of all teachers interviewed had knowledge of the vision and how it is being implemented in the school.. All community members interviewed stated that the corporation has offered technology classes to parents and community members and they expressed a desire for additional opportunities. 12 out of 12 students interviewed were aware of the technology vision.
Effective Teaching and Learning Practices Is the vision being translated into practice through learning environments characterized by powerful, research-based strategies that effectively use technologies? Critical Findings: Interviews as well as visual evidence indicate that state standards and best practices are being incorporated throughout the curriculum. Professional Development Plan indicates that new methods in teaching and technology are encouraged and taught to the staff. School Improvement Plan places emphasis on on-going training and implementation of technology throughout the curriculum.
Educator Proficiency With Effective Teaching and Learning Practices Are educators proficient in implementing, assessing, and supporting a variety of effective practices for teaching and learning? Critical Findings: Interviews of educators indicates that they are becoming familiar with sophisticated curriculum-design strategies and consider technology when creating lesson plans. Technology Plan indicates 75% of staff participate in technology training workshops in the summer.
Digital Age Equity Is the digital divide being addressed through resources and strategies that ensure students are engaging in an educational program aligned with the vision? Critical Findings: All artifacts (infrastructure video, tech plan, data) indicate that the availability and accessibility for technology enhancements is not diminished through factors of race and gender. On-site observations and data obtained from the technology plan indicates that continued acquisition of software and hardware adapted for students with special needs (at-risk students) is an area needing continued growth.
Robust Access, Anywhere, Anytime Do students and school staff have robust access to technology––anytime, anywhere––to support effective designs for teaching and learning? Critical Findings: On-site observations and technology plan indicate that 100% of educators and administrators have laptop computers, wireless internet access, and LCD video projectors. All stakeholders interviewed indicated that Technology Director is the key to support services in this corporation. Interviews and on-site observations reveal that portions of the physical plant presents barriers for continued technological advancements.
Systems and Leadership Has the educational system reengineered itself into a high-performance learning organization? Critical Findings: School and community statistics indicates that the acquisition of the technology (hardware and software) has outpaced the immediate knowledge base of those residing in the community. The administrator interviewed relies heavily on Technology Director. Through data gathering, observations, and interviews the need for a full-time assistant to the Technology Director is apparent. The Corporation’s technology philosophy, direct services, and professional growth can not be resting on the knowledge and dedicationof a sole person.
Results Summary • Awareness • Schools at this stage have not shifted from industrial and information age to a digital, knowledge-based age; very traditional with no common vision of the type of learning supported by technology • Adoption • School’s vision is focused on technology accelerating students’ achievement of content skills and literacy skills through a traditional setting. • Exploration • School and community are beginning to identify skills critical to success in the 21st century with a vision on problem-solving and critical thinking in real-world contexts. • Transformation • School and community vision seeks to create learners who have self-confidence, independence, and high-tech proficiencies to continuously learn innovatively and creatively – anytime, anywhere, anyplace learning.
enGauge On-Line Assessment Data See enGauge On-Line Assessment Profile (pages 1-10) • Transformation:5 Highest Conditions (score of 4 +) Access – Connectivity Access – Administration Practice – Alignment Systems – Development Practice - Research • Exploration: 25 High Conditions (score of 3 +) see page 4 • Adoption:5 Lower Conditions (score of 2 +) Equity – Socioeconomic Systems – Standards Systems – Community Proficiency – Assessment Access – Facilities
Data Analysis – enGauge Technology Team Areas of strengths Areas of improvement Staff Development input from Technology Mentors Increased Tech Tuesdays Staff Development Developed K-12 Technology Benchmarks (piloting in 2003-04) Focusing on Standards-based Staff Development Revised current Technology Plan 2003-06 Working on Facilities Needs for Technologies Data Analysis ?
Major Goals 1.Professional Development will be based on data-researched best practices and aligned 100% with each of the AIME school improvement plan(s). 2.Student Worker-Learners will increasingly become problem-solvers and higher-order thinkers as measured by Standards-based assessments in 2004, 2005, 2006. 3.The Technology Plan will support and increase communication of the essential goals of each of the AIME school improvement plan(s) and recommend K-12 technology benchmarks for 2003-04. Sub Goals Match existing and new technological tools to learning opportunities and needs for students. Increase the utilization of technologies in grades K-12 by establishing benchmarks that enhance teaching and student learning. Develop and institute professional development opportunities for staff to promote the use and integration of technology into the curriculum. 2003-06 Technology Plan • VISION: All learners ready for the digital-age world. • MISSION: All learners will master 21st Century Skills to become contributing members of a changing society.
