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Maturity Model Evaluation Templar Street Charter Demographics: The school is located in the inter city of Charlotte, NC.

The school has a population of about 225 students and 34 staff members (6 administrative, 4 support, 4 behavior/security, and 20 teachers). The technology breakdown of the school includes 1 computer per staff member, 2 mobile labs with 35 laptops, 1 tech ed classroom with 24 computers, 1 computer lab with 24 computers, a lab for inschool suspension with 10 computers and 4 classrooms with 2 computers of student use. Total computers in building is 135. The OS for all desktops is Win-XP 2000 and the MS Office package is 2003. The 2 mobile labs have Win-7 OS and MS Office 2007. The school is equipped with both wireless and LAN networks running from the server. Currently computers are all updated manually by the technology department.

As is seeable by the chart, the ratio of computers to students is 2:1. The budget for technology is very limited and the majority of the students fall into what is referred to as at risk students. The student population is not what would be called traditional as we have students that range from 14 to 21 in a mixed grade level class enviroment.


The administrative area of the school rates at Island stage. Generally the schools decisions are made solely by the head of school. Planning and collaboration are a rarity and current policy has not been approved by the committee. The current technology plan was written by a hired tech writer rather than in house.

Policy: Rated at the Island stage.

Behavioral: The staff is largely unaware of the current policy and no formal training has been given. Rated at the Island stage. Resource/Infrastructure: The school has a technology plan in place but to a large degree it is not followed or referred to in the decision making process due to lack of approval by the School Technology Committee. Rated at the Integrated stage Planning: Rated at the Island stage.

Behavioral: Existing plan is not tied to the School Improvement Plan. There is little evidence that collaboration took place between the two committees. Resource/Infrastructure: What implementation of the plan is visible for evaluation is solely accomplished by the technology department. Little input is seen from administrators or staff. Budget: Rated at the Emergent stage.

Behavioral: The current budget is solely formulated by the head of school with a minimal amount of input from the technology director. Spending decisions are never made through collaboration with a committee. Resource/Infrastructure: The budget has a formal area set aside for technology. However the use of other funds for technology is not readily visible without access to the actual funds expenditures. Administrative information: Rated at the Emergent stage.

Behavioral: Administrative systems are used by the administration and a few support staff to support daily operations of the school. Resource/Infrastructure: Administrative systems are available to all administrator and support staff. Teachers have access only to those areas necessary for them to conduct classroom activities.

CURRICULAR The curricular area rates on the cusp between Island and Integrated stage. The school operates its day to day business via electronic means utilizing Google Ed as are platform for E-mail for both staff and students and document creation and storage for students. We have

a statewide system for the accountability areas such as grades, attendance, and basic student demographics. We have in place two assessment platforms that students are accessed by. much of the daily business could not be done in the classroom without technology use by both teacher and students are encouraged to use Google Drive for all written assignments. Electronic Information: Rates at theIntegrated stage. Behavioral: Staff and students are very dependent on the use of computers for information. The school does not have a library so it relies on computers and the internet for virtually all information and research. Resource/Infrastructure: While this is an area that is used by both teachers and students, it lacks the resources to fully serve the need for diversification and depth in the curriculum. Assessments: Rates at theIntegrated stage. Behavioral: Many of the teachers use the two available assessment tools to track and remediate student learning. However, students are not yet onboard with the idea and dont understand the concept of self evaluation. Resource/Infrastructure: We are currently utilizing Study Island as a pre-assessment for are state mandated tests and students and teachers have a wide ranges of other areas that can be used to improve and remediate instruction. NWEAs MAP testing is conducted to set benchmarks as to the academic progress of students. Curricular Integration: Rates at theIsland stage. Behavioral: Some of our teachers have begun to integrate technology into their lessons but they are dependent on their own initiative to find these resources as no repository exists for this type of technology within the school. Resource/Infrastructure: Some of our teachers do have access to resources through Study Island for lesson plans and short lesson video clips but most of the staff has limited access to resources from within the school. Teacher Use: Rates at theIntegrated stage. Behavioral: This has been covered in other areas. Teachers do utilize the available resources on a daily basis but what is available is not necessarily at the cutting edge of technology. Resource/Infrastructure: Much of the available technology is outdated but teachers use it to the fullest extent possible and it is appropriate for their curriculum. Student Use: Rated at the Island stage. Behavioral: Student usage is limited by what teachers are able to do as well as by the availability of resource to all classes. Resource/Infrastructure: Students have access to appropriate technology but it is not available to all students at the same time access may be as limited as once weekly per class.

SUPPORT The support area rates in the Emergent stage. Only a small number of the staff mostly the technology department - act as true stakeholders in the school from a technology standpoint. Administration is act more from the standpoint of delegation of responsibility to the technology department that a true stake holder. Training is informal and more than likely to occur in a one-one setting than a formal staff development. When conducted staff development attendance is mandatory and documented but the frequency is minimal.. Only the technical/infrastructure support area rates above the emergent stage as there are full time employees available to provide training and assistance as need by the entire staff. Stakeholder Involvement: Rates at the emergent stage Behavioral: Only a few members of the staff are aware of planning and implementation of the the schools technology plan or the policies it contains. Resource/Infrastructure: The representation of the school is lacking in the planning process as the committee is made up of both members of the technology department at present no replacements for outgoing staff members have been made. Administrative Support: Rated at the Emergent stage Behavioral: Most of the planning and implementation is from a mandate by administration rather than by formal discussion and consensus. Little or no involvement by administration in the technology planning process. Resource/Infrastructure: Little time is given in the school for staff development in the form of classes of staff meeting time for discussions on plan/policy implementation. Training: Rated at the Emergent stage Behavioral: ongoing training is virtually non-existent. When training is conducted attendance is mandatory and most teacher do participate. This does not occur often enough to raise the rating. Resource/Infrastructure: Training is generally done once a year and staff are expected to learn how it is done and then duplicate it when needed. Some of these areas are done by teachers only two times a year.

Technical/Infrastructure Support: Rated at the Intelligent stage Behavioral: Staff most often utilize informal training in a one-on-one setting when they need to know how to do something. Resource/Infrastructure: The school has two full time technology staff that provide all support for both staff and teachers. There presents does not offset the other categories enough to warrant a higher rating in this area CONNECTIVITY The connectivity area of the school rates in the Integrated stage. the school is equipped with both hardwired LAN and WIFI the one drawback is that at present the band width is operating at maximum capacity. This can create a problem when mobile labs and the

hardwired lab are in operation at the same time. Since the school is also the district or LEA a WAN is not required. Internet is used by the staff on a daily basis the take attendance and input grades as well as to support lessons. Students and staff have e-mail provided via Google Ed which are used daily by most students in the school. Local Area Network LAN: Rated at the Intelligent stage Behavioral: The school utilizes available access to it full potential. Resource/Infrastructure: This area is operating at its current maximum potential current contracts for internet bandwidth are maxed out at this time which is preventing the school from being able to utilize all available computers at any given point in time. DIstrict Area Network WAN N/A

Internet Access: Rated at the Integrated stage Behavioral: The school has full access but it is not always utilized in the curriculum on a regular basis by all classroom teachers. Resource/Infrastructure: The school is fully equipped with internet connectivity via both LAN and WiFi throughout the building. Communication Systems: Rated at the Intelligent stage Behavioral: This is the one area where the school has little problems in this area as it has e-mail in place both staff and students and it is used on a regular basis for daily operations. Resource/Infrastructure: The school has school wide email for all student and staff.

INNOVATION The innovation area of the school is rated at the Island stage. new technology is accepted by the staff but training and use as well as experimentation is limited. The technology available is limited to LCD, VCR, Overhead projectors, for most teachers one classroom is equipped with a Smartboard. Teachers classroom computers are desktop hardwired LAN which can make it hard to find a good projection wall for LCDs. New Technologies: Rated at the Island stage Behavioral: The staff is open to new technology, however, they have little input into the acquisition of the technology. Resource/Infrastructure: The implementation of technology is very lacking allowing available technology to not be utilized to its full potential Comprehensive Technologies: Rated at the Island stage

Behavioral: The available technology in the school is very limited and not up to date with current trends in education. Budget tends to affect this area as does the current administrative practices. Resource/Infrastructure: The available technology while it is limited is being used to full potential by the staff and students. It is my general belief that the school can see improvement by concentrating on 2 major areas Administrative and Support. These areas pose the biggest challenge for the school because it will take a joint effort from the complete staff to make real and meaningful changes. Until this happens the school as a whole will remain in the Island stage.