Campbell Elementary is a rural school with approximately 400 students ranging from junior kindergarten thru the sixth

grade. Campbell Elementary is a Title I school which includes the districts ESL (English as a Second Language) and ASD (Autism Spectrum Disorder) programs. The student population is predominately low-income with just over half of the students receiving assistance from the free and reduced lunch program. Our teaching faculty is mostly made up of young and non- or newly tenured teachers. The Campbell District serves about 8,400 students in North Eastern Wyoming in 24 schools. The district features Technology Curriculum Resources designed specifically for the Elementary and Secondary levels. According to the districts homepage; Campbell County School District has strongly invested in technology with a network of over 4,500 computers, all connected through wireless and leased lines through the Wyoming Equality Network. The network supports curriculum integration into the classroom as well as administrative functions, and custom-designed curriculum web pages allow for easy access of curriculum standards. PowerSchool allows parents to access to their children's daily grades and attendance. ADMINISTRATIVE The administrative section for Campbell school was pretty well ranked. There is a district technology department which comes up with policy and formal documents. These are then passed down to the technology coordinator in each building which applies into use there. Policy Behavioral: Intelligent, Resource/Infrastructure: Intelligent Each grade has a technology curriculum page with resources for math, science, language arts, and social studies resources for teachers and students. The district features Technology Curriculum Resources designed specifically for the Elementary and Secondary levels. Planning Behavioral: Integrated, Resource/Infrastructure: Integrated Each class receives a designated time slot for technology classes every week. A full time technology teacher has a schedule planned for every class to work on specific tasks and cover specific and integrated curriculum. A separate lab is available for classroom teachers to reserve for projects. Budget Behavioral: Integrated, Resource/Infrastructure: Intelligent The district has a separate technology budget that is used for long term use of the fund for purchasing school use items. There is also a school budget as well as a classroom budget which teachers can use at will for technology or other items. The school often uses Title I funds to purchase technology equipment such as iPods or Star Boards. Most of the time when a teacher request a piece of technology hardware or software there are eventually resources allocated to meet the needs. Administrative Information Behavioral: Intelligent Resource/Infrastructure: Intelligent Teaching in this district requires the daily use of electronic and paperless systems. The school district employs PowerSchool programs to track progress and grades of all students by parents and teachers. We utilize online printing programs, teacher evaluations, email, job applications, attendance, payroll, benefits, and substitute requests. CURRICULAR

In the area of curricular most subsections received a ranking of integrated. Technology is available for nearly all content areas as relevant to course use. Assessment is an area this is still done through several different ways that technology just isnt the best option for. Technology is an essential part to the day for students and teachers in our building. Electronic Information Behavioral: Intelligent Resource/Infrastructure: Integrated Students and staff are heavily dependent upon information resources and use them daily. Most teachers and students have access to information resources at all times or some form that is appropriate for the application of that class. Assessment Behavioral: Island Resource/Infrastructure: Island Students are assessed in a variety of ways, however all grades and evaluations are input to Powerschool. Some teachers use technology for student evaluation or as a part, however it depends on the application to the content. Curricular Integration Behavioral: Intelligent Resource/Infrastructure: Intelligent Technology and related resources are available for all curricular areas including the core as well as resource and specialist areas. Even in physical activity, the use of heart rate monitoring watches are used by students daily. For the ASD students, the use of iPad applications in daily instruction and communication are a crucial element. Teacher Use Behavioral: Intelligent Resource/Infrastructure: Intelligent All teachers have access to appropriate technology in their work area. This year every certified staff member will receive a workstation with a desktop computer linked to a document camera and star board projector as well as mobile technology which can be either an iPad or laptop computer. Student Use Behavioral: Intelligent Resource/Infrastructure: Intelligent All students use technology frequently and in all disciplines as appropriate for learning outcomes. There is typically not a situation where a student is denied access or lacks the appropriate technology for the educational setting. SUPPORT Support is an area where I feel our school scored the lowest with mostly island and integrated rankings. I think formal support from stakeholders and administration is lacking in two ways. First, our student population is one which provides little parent involvement. Second, our administration and teacher training lack advanced techniques. Stakeholder Involvement Behavioral: Island Resource/Infrastructure: Island Many of the groups are aware of the planning and implementation procedure, but few are engaged in the process. Because of the socio economic status of the families at our school many parents work multiple jobs or long hours and are unable to be involved in the functions of the school. There are many of our students who come from homes where they stay with a guardian or travel from one parents home to the other. The stakeholders who have involvement are the teachers, school and district administrators.

Administrative Support Behavioral: Island Resource/Infrastructure: Island Support by the administration is limited to decision making and allocations rather than in the planning and implementation of technology education. Typically I receive support when I bring attention to an issue or I am left to find resources on my own. Training Behavioral: Integrated Resource/Infrastructure: Integrated Each time a new piece of technology is introduced teachers are offered a training class on how to use the piece of equipment. Most teachers are eager to utilize the technology that is available, however there are some teachers who still prefer more traditional teaching methods. Our district lacks in the area of advanced courses for using technology. Often times I find the courses offered offer basic level instruction and dont fully optimize technology use. Technical/Infrastructure Support Behavioral: Integrated Resource/Infrastructure: Integrated Most staff utilize formal and informal support. We do have a full time tech personnel at our school, however it is a split position so they are often overloaded with tasks. The typical rule of thumb at our school is that if it effect the ability to teach in your classroom it takes priority over other issues of convenience. For example, my computer was logged in under the wrong person for a year in a half because it was not a priority. However, I would receive help for my smart board not connecting properly within a day because it affected my ability to teach. CONNECTIVITY The level of district connectivity is relatively high. All classrooms in all schools receive a high speed and reliable internet connections. The area of improvement needed would be in expanding band width so schools could access more advanced content without overloading the system. We also have to deal with many roadblocks to excellent online content because there is such a strict ban on certain web sites. Local Area Networking (LAN) Behavioral: Integrated Resource/Infrastructure: Integrated In our building everyone has access to high speed internet and networking. The services are throughout the building and there typically is not a problem with it District Area Networking (WAN) Behavioral: Integrated Resource/Infrastructure: Integrated Our district has several popular sites banned as an order to keep students away from sensitive material and to limit our band width. There are several sites that I would like to use in my teaching or planning but do not have access to. Many teachers work to find creative ways around these banned sites. Anything from youtube is banned which means we have to find alternatives to show our students any video content. Internet Access Behavioral: Integrated Resource/Infrastructure: Intelligent Most staff use internet frequently and it is integrated into the curriculum. In the general classroom setting this is done most commonly for whole group instruction through the star board with online applications or with classroom computers through interactive lessons such as webquests. Every area in our school has access to either wireless or broadband internet.

Communications Systems Behavioral: Intelligent Resource/Infrastructure: Integrated District email is an essential component to the communication in our building and with district facilitators. We use it as a means to comment on student progress and connect with parents. Email is available to all staff. Students do not have their own form of a school sponsored email service. INNOVATION As far as new technologies in the district, I think that you can have access to whatever you need for your classroom. There are still some teachers who opt for the more traditional approach to teaching, however, I think most implement technology as much as possible. New technology is utilized, but only to the extent that the teachers know how to operate it, which ties into proper training for teachers. New Technologies Behavioral: Integrated Resource/Infrastructure: Integrated New technologies are readily accepted by most staff member. As a younger generation of teachers at my school there is a high degree of acceptance to use and access technology. There are some teachers who are still hesitant mostly because they lack the skills to properly use the device. The more teacher become familiar and comfortable with new technology the more they are willing to integrate it into lessons and classroom use. Comprehensive Technologies Behavioral: Integrated Resource/Infrastructure: Integrated Technology is fairly comprehensive but we are always learning and sharing new techniques along the way. I think that most of the learning we do with technology is informal and it would be nice to have advanced techniques courses for working with the technology in our building. We have not reached full potential in utilizing technology yet, but we are improving. I would consider Campbell Elementary school to be at an integrated level of technology maturity. As a whole we have up to date and sufficient amounts of technology available to teachers and students. In our building, we generally embrace new technology and ways to integrate it into our curriculum. There are still some areas where are school and district could improve, such as teacher training, support from stakeholders and administration, and improved bandwidth and site monitoring. I think that all together we are headed in the right direction and look forward to seeing what is to come in the future with education technology integration.