Connor Elementary Case Study Overview

Case Study 2: Connor Elementary

School Profile

Urban elementary school Grades K - 6.
High percentage of students from low-income families.
History of poor performance.

1. Leadership

Ms. Aho, the principal, is an instructional leader.
She worked hard to improve language arts instruction through balanced literacy.
She has no clear idea or vision of how technology improves instruction.
She is open to the ideas of her staff.

2. Collaborative Learning Community

The school planning committee has reviewed a number of literacy programs and selected a balanced literacy curriculum.
Teachers meet on common preps one time per week by grade level.
Team members have identified training resources and videos to help teachers learn the new curriculum. Fourth, fifth and sixth Grade teachers use technology for word processing.

3. Emphasis on Curriculum and Content

Improve Language Arts instruction and performance
Fourth, fifth and sixth grade teachers use technology for word processing and writing during workshops.
Lower grade teachers use older hardware with reading software as a reward for work completed.

4. Data-Driven Decision Making

Teachers use GrowNet reports to identify areas of strength and weakness common across grade levels. This data is used to target activities which reinforce skills in the weakest areas.

5. Professional Development

The district office provides skills workshops in word, excel, and paint.
Professional developers in Language Arts, Mathematics, and Technology visit once a week.
Neither the Language Arts nor Math professional developers integrate technology.
The technology professional developer works with Grade 6 teachers because they have working technology.

A survey of teacher's technology use revealed:

65% of teachers use technology for general purposes
25% of teachers use computers for instruction
95% of teachers have computers at home

6. Hardware and Networks

Library - Four new computers with Internet access.

Classrooms

Grades K - 3: Macs with reading software (No Internet)
Grades 4 & 5: Two PCs. (One Internet connection in each room.)
Grades 5 & 6: Share a rolling lab of portable laptops. (Wireless Internet access)

Lab - Twenty-five computers (old) with ClarisWorks. One Internet connection.

7. Technical Support

Full time paraprofessional maintains the lab and the Grade 6 computers.
Lower grade teachers have no tech support.

8. Funding and Budgeting

The district purchases hardware, software, and provides a staff developer. The school does not allocate funds to technology.

Dimensions of a Tech-Savvy School Case 1 Cityside Middle School Case 2 Connor Elementary

School Profile	Urban elementary school Grades K - 6. High percentage of students from low-income families. History of poor performance.
1. Leadership	Ms. Aho, the principal, is an instructional leader. She *worked hard* to improve language arts instruction through balanced literacy. She has *no clear idea or vision* of how technology improves instruction. She is *open to the ideas* of her staff.
2. Collaborative Learning Community	The school planning committee has reviewed a number of literacy programs and selected a balanced literacy curriculum. Teachers meet on common preps one time per week by grade level. Team members have identified training resources and videos to help teachers learn the new curriculum. Fourth, fifth and sixth Grade teachers use technology for *word processing.*
3. Emphasis on Curriculum and Content	*Improve Language Arts instruction* and performance Fourth, fifth and sixth grade teachers use technology for *word processing* and writing during workshops. Lower grade teachers use older hardware with reading software as a reward for work completed.
4. Data-Driven Decision Making	Teachers use GrowNet reports to identify areas of strength and weakness common across grade levels. This data is used to target activities which reinforce skills in the weakest areas.
5. Professional Development	The district office provides *skills workshops* in word, excel, and paint. Professional developers in *Language Arts, Mathematics, and Technology* visit once a week. Neither the Language Arts nor Math professional developers integrate technology. The technology professional developer works with Grade 6 teachers because they have working technology. A survey of teacher's technology use revealed: 65% of teachers use technology for general purposes 25% of teachers use computers for instruction 95% of teachers have computers at home
6. Hardware and Networks	Library - Four new computers with Internet access. Classrooms Grades K - 3: Macs with reading software (No Internet) Grades 4 & 5: Two PCs. (One Internet connection in each room.) Grades 5 & 6: Share a rolling lab of portable laptops. (Wireless Internet access) Lab - Twenty-five computers (old) with ClarisWorks. One Internet connection.
7. Technical Support	*Full time paraprofessional maintains the lab* and the Grade 6 computers. Lower grade teachers have *no tech support.*
8. Funding and Budgeting	The district purchases hardware, software, and provides a staff developer. The school does not allocate funds to technology.