ed 332 665 ir 014 959 - eric · docunent res= ed 332 665 ir 014 959 title computer applications...

DOCUNENT RES=

ED 332 665 IR 014 959

TITLE Computer Applications Planning: Program AssessmentProfile. A Tool for AnalyZing Schcol and DistriCtPrograms and Activities.

INSTITUTION Merrimack Education Center, Chelmsford, Mass.PUB DATE Jul 87NOTE 21p.

PUB TYPE Guides - Non-Classroom Use (055) -- Tests/EvaluationInstruments (160)

EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS Check Lists; *Computer Assisted Instruction:

*Computer Literacy; Computer Software; CurriculumEvaluation; *Educational Plann_ng; ElementarySecondary Education; Instructional Materials;Microcomputers; Program Budgeting; *ProgramEvaluation; Program Improvement; School Districts;*Staff Development

ABSTRACTDesigned to rate the degree of implementation and

quality of all the major components , : a computer applicationsprogram, this checklist may be used by school district staff tosupport a self-assessment process, or by an external consultant, toidentify elements of the program that need improvement or furtherdevelopment. The following components are included: (1) curriculum,i.e., the existence of a written curriculum for teaching computerliteracy and definitions of the elements of the computer curriculum;(2) staff development, job training and computer training; (3)hardware/software and related instructional materials; (4) staffingand organization, scheduling computer assisted instruction, and othereducational planning issues; (5) implemen:ation of the program; and(6) program planning and budgeting. It is noted that a mean score foreach component on both the implementation and quality scales shouldbe computed. (DB)

************************************************************************ Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

***********************************************************************

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EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

:1-'614 document Me Dean reproduced altreceived tram the parson or ofwizatlonoriginating itM1r101 chanoas haws bean made to improve'eproduction Quality

Points ot vie* or opinions stated in this dock,ment iso not necessarily represent oti.calOF RI position or poiicv

ProgramAssessmentProfile

BEST COPY AVAILABLE 2

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

J. Sanders

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

About this Publication

This publication is one component of the ComputerApplications Planning (CAPS) series, a continuingservice of the Merrimack Education Center. It isintended for the use of administrators of local schools,state departments, or field service centers such asintermediate units or technology centers. This publi-cation should assist educators in their quest foreffective practices on technology implementation.

The staff welcomes and profits from the thoughtfulideas, suggestions and comments contributed by par-ticipants from our seminar series. Correspondenceconcerning the CAPS seminar series and technologyapplications within the curriculum should beaddressed to the Merrimack Education Center.

Because these publications are intended as a seriesof "tools- for use in local schools, we have providedthe publications and separate components in loose-leaf format to serve as part of a planning notebook.Supplementary materials, and a training trainersnotebook, are available for certified trainers.

3

COMPUTER APPLICATIONS PROGRAMAFSESSMENT PROFILE

A Tool for Analyzing School and DistrictComputer Programs and Activities

A Service of theMERRIMACK EDUCATION CENTER

101 Mill RoadChelmsford, Massachusetts 01824

© Merrimack Education Center

4

COMPUTER APPLICATIONS PROGRAMASSESSMENT PROFILE

IntroductionWhether or not school districts have developed a comprehensive computer program plan,

most have already acquired hardware and software, conducted teacher training, andimplemented some instructional activities. District staff may want, therefore, to assess thecurrent status of their program before beginning planning or revising existing programplans. The Computer Program Assessment Profile will assist them in this analysis.

The Assessment Profile is a checklist addressing all of the major computer programcomponents. Each section contains several statements that can be rated on two scales:degree of implementation and quality. In addition, the Assessment Profile requires theidentification of data sources for all judgments. Each item is weighted on a scale of 1-3 toreflect its criticality or importance. These weightings can be changed to accommodatechanges over time in district needs and capabilities.

The Profile may be used by school district staff to support a self-assessment process, ormay be used by an external consultant. Data obtained from the Profile can be analyzed byand across program components to identify those elements that need to be addressedthrough planning or further de relopment. In addition to providing an analysis of generalprogram status, the Profile can serve as a guide to the development of in-depth probes inspecific program areas. For example, the analysis may indicate that the staff developmentcomponent is weak, motivating school district staff to undertake a more detailedexamination of objectives, activities and resources employed in that component.

5

Technology Applications Program Assessment Profile

District Information:

Name:

Central Office Address.

Superintendent:

Telephone:

Number of Schools:

Number of Students:

Contact Persons:

High School Middle/Junior High Elementary

High School Middle/Junior High Elementury

Name Location

Assessment Team

Members:

6

DirectionsCompleting the Profile

For each component (e.g., Curriculum, Staff Development, etc.), several statementsabout the teclmology program are listed. For each statement indicate first the percentageof implementation accomplished to date. Next, indicate your judgment of thequality of theimplementation of that indicator. Finally, indicate in the third column the data source(s)that support your judgment. Use the space provided at tho end of each section to recordyour comments.

Analyzing and Reporting the Data

In analyzing the responses to the instrument, the two scales degree ofimplementation and quality should be treated separately. Both scales should be adjustedaccording to the weights assigned to each indicator [see number in ( ) at right of eachitem]. A mean score should be computed for each component on both scales. Transformingthese mean scores for each scale to bar graphs will facilitate a comparison of the relativeprogress in developing the technology program. Bar graphs can also be developed for eachindicator, showing the relative development of each element within that component.

Although computing a mean across both scales will not yield useful information,exam;ii'Ailg discrepancies may indicate where improvement efforts should be directed. Forexampie, where the degree of implementation is considerable or cc -Iplete and the qualityrating is inadequate or poor, priority might be given to improving that indicator. Whereimplementation is little or moderate and the quality is good or excellent, priority might begiven to expanding implementation of that proram ihdicator.

Program Componentand Indicators

A. CURRICULUM

1. There is a written curriculum in use by all staffteaching computer competencies,

Degree ef Quality InformationObtainedThrough

Implementation

<ww 4 cn

o 1"z F Vo 2' g

2 Q 0

2. The elements of the computer curriculum aredefined:

scope and sequence of competencies

instructional materials and equipment

instructional strategies

assessment measures and procedures

E-Z

0 1 2 3 4 0 1 2 3 4(3)

0 1-,,. 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4(2)

3. The following computer literacy competenciesare taught to all students at some point in theK-12 sequence (check those not taught to allstudents):

keyboarding knowledge 0

operation of computer 0

running preprogrammed software 0

introduction to programming 0

introduction to computer tool applications:

word processing 0

spreadsheets 0

database managers 0

graphics 0

telecommunications 0

1 2 3 4 0 1 2 3 4

1 2 3 4 0 1 2 3 4 -1 2 3 4 0 1 2 3 4

1 2 3 4 0 1 2 3 4

(3)

1 2 3 4 0 1 2 3 4

1 2 3 4 0 1 2 3 4

1 2 3 4 0 1 2 3 4

1 2 3 4 0 1 2 3 4

1 2 3 4 0 1 2 3 4(3)

1 8


A. CURRICULUM (continued)

4. The district's definition of computer literacy isdisseminated and understood by the staff.

5. There is a balance between the emphosis givento tool and programming applications (i.e., notan inordinate emphasis on programming).

6. The curriculum focuses on preparing studentsto use the computer for becoming moreproductive learners.

7. The teaching of computer competencies isintegrated with the total school curriculum.(Check those in which computer is used):

language arts

social studies

math

arts

science

languages

vocational programs

8. The K-12 computer curriculum serves as aguide for the development of : ructionalunits and lessons.

Degree of Quality InformationObtainedThrough

Implementation

<4:

41 3 cog ce pz t-. 5.oz n RC4044 0

0 1 2 3 4 0 1

0 1 2 3 4 0 1

0 1 2 3 4 0 1

0 1 2 3 4 0 1

0 1 2 3 4 0 1

0 1 2 3 4 0 1

0 1 2 3 4 0 1

0 1 2 3 4 3 1

0 1 2 3 4 0 1

0 1 2 3 4 0 1

0 1 2 3 4 0 1

2 3 4(2)

2 3 4

2 3 4

(2)

(3)

2 3 4

2 3 4

2 3 4

2 3 4

2 3 4

2 3 4

2 3 4(3)

2 3 4(1)

COMMENTS/OTHER INFORMATION:

Program Componentw and Indicators

B. STAFF DEVELOPMENT

1. There is an orientation (pre-training) programin place which introduces the staff to thecapabilities and potential of computers andrelated technologies in teaching and learning.

2. There is a current inventory of staff computercompetencies, updated at least yearly.

3. There is a staff development program based onprojected training needs and activities.

4. Training is closely linked to the computerprogram.

5. Computer training supports the system-widegoals for revitalizing the curriculum.

6. Computer training is addressed to prioritycurriculum needs.

Degree of Quality InformationImplementation Obtained

Through

0

0 1 2 3 4 0 1 2 3 4

(1)

0 1 2 3 4 0 1 2 3 4

(2)

0 1 2 3 4 0 1 2 3 4

(2)

0 1 2 3 4 0 1 2 3 4

(3)

0 1 2 3 4 0 1 2 3 4 -^

(2)

0 1 2 4 0 1 2 3 4

(2)

10

3


B. STAFF DEVELOPMENT (continued)

7. Training is provided for all staff implementingtho computer curriculum.


Implementation

we- <oaw g cir

wz F 0 x <0 o oz .-.3 c.) z 8

0 1 2 3 4 0 1 2 3 4(3)

8. The computer staff development programprovides an ongoing system of education andsupport to faculty through the use ofseminars, readings, self-instructional modules,and technical assistance. 0

9. The training program is evaluated to assurethat skills are acquired and usedappropriately. 0

1 2 3 4 0 1 2 3 4

(2)

1 2 3 4 0 1 2 3 4

(2)


4

Ak Program Componentw and Indicators


Through

C. HARDWARE/SOFTWARE AND RELATEDINSTRUCTIONAL MATERIALS

1. There is a hardware and software selection andacquisition process in place which employsspecific criteria (e.g., technical assistance,match w/curriculum requirements, cost-effectiveness).

2. The computer hardware and peripherals arematched to the curriculum applications thatneed to be addressed.

3. Hardware is used a substantial part of theschool day (i.e., minimal unscheduled use).

4. There is an up-to-date inventory of hardwareand software.

5. There is a software distribution system that isconsistent with, and supports, curriculumpriorities.

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0 1 2

0 1 2

0 1 2

0 1 2

Xicto a

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3 4 0 1 2 3 4

(1)

3 4 0 1 2 3 4

(3)

3 4 0 1 2 3 4

(1)

3 4 0 1 2 3 4

(1)

3 4 0 1 2 3 4

(2)

1 25



Implementation

C. HARDWARE/SOFTWARE AND RELATEDINSTRUCTIONAL MATERIALS (continued)

6. There is a district-wide policy on softwarepiracy, consistent with commercial publishers'protection of royalties.

7. Appropriate support materials (e.g.,workbooks and documentation) are providedfor teachers and students.

8. Equipment procurement and utilization isappropriate and cost-effective.

9. A system exists for flexibly allocatingequipment throughout the district/school,according to needs and curriculum priorities.

10. Provisions are made for (check those notprovided for):

security_ insurance

maintenance and repair

software backup

0E-1

CsZ

0 1 2 3 4 0 1 2 3 4

(2)

0 1 2 3 4 0 1 2 3 4

(3)

0 1 2 3 4 0 1 2 3 4(2)

0 1 2 3 4 0 1 2 3 4(2)

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

6

1 3

(2)

a, Program Componentw and Indicators


Implementation

C. HARDWARE/SOFTWARE AND RELATEDINSTRUCTIONAL MATERIALS (continued)

11. There is sufficient hardware to me:A currentand near-term future needs.

12. There is sufficient software to meet currentand near-term future needs.

0 1 2 3 4

0 1 2 3 4

13. An ongoing evaluation of software in use isconducted. 0 1 2 3 4


7

1 4

0 1 2 3 4(1)

0 1 2 3 4(1)

0 1 2 3 4(2)


D. STAFFING AND ORGANIZATION

1. Computer program staff are qualified andappropriately assigned.

2. The computer program is coordinated at thedistrict and building levels (i.e., appropriatelytrained staff have designated responsibilitiesfor managing the implementation of theprogram).

3. Teachers, students, parents, and thecommunity are appropriately informed of thecomputer program (e.g., through the use ofmeetings and newsletters).

4. Computer facilities and equipment are usedefficiently.

facilities (e.g., classrooms, laboratories,work stations)

resources (e.g., computers, peripherals)

Degree of Quality InformationObtained sThrough

Implementation

wzoz0 1 2 3 4 0 1 2 3 4

(3)

0 1 2 3 4 0 1 2 3 4(2)

0 1 2 3 4 0 1 2 3 4(2)

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4(2)

1 5

8

Aft Program Componentw and Indicators


Through

D. STAFFING AND ORGANIZATION (continued)

5. Computer resources are employed so as toprovide equal opportunities for all students todevelop appropriate computer competencies.

regular classroom

_ Chapter I_ special education

6. Scheduling allows for every fitudent to haveaccess to computer instruction appropriate tohis/her needs.

7. Roles and responsibilities of staff are defined.

8. The quantity of staff is sufficient toimplement the computer program.

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

4

4

4

4

4

4

i0

0

0

0

0

0

1

1

1

1

1

1

2

2

2

2

2

2

3

3

3

3

3

3

4

-4

4

-4

-4

-4

- --

- a

- -

- -

(2)

(3)

(3)

(3)


1 6

9


E. IMPLEMENTATION

1. Meetings of computer program teachers areheld regularly to discuss implementationproblems (i.e., to determine that thecurriculum is being taught as planned).

Degree of Quality InformationImplementation Obtained 0

Through

rs:

a: I ci a.Z

E- 20 0z n. L c..>

2. A monitoring system is used to assess thecomputer program implementation.

3. A formal program evaluation is used to assessthe effectiveness of the program againstestablished objectives (i.e., student outcomes).

4. Teachers understand the roles/behaviors theyare expected to perform with respect tointegration of computer skills throughout Lhecur riculum.

5. The implementation of the computer programis being accomplished in stages based onavailable resources.

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

4

4

4

0 1 2 3 4

(2)

0 1 2 3 4

(3)

0 1 2 3 4

(3)

4

4

0 1 2 3 4(2)

0 1 2 3 4(2)


1 7

10

O Program Componentand Indicators

F. PLANNING AND BUDGETING


Implementation

1. Planning is conducted in the use of new andfuture technologies in the computercurriculum.

2. A district/school-wide committee conductsprogram planning for the computer program.

3. The computer program plan is reviewed andupdated at regular intervals (e.g., every sixmonths).

4. The program plan addresses the followingelements: (Check those not addressed)_ philosophy and mission

policies

program goals

student competencies_ overview of program initiatives for three-to-five year period_ description of present status_ resource requirements_ implementation schedule

0 1 2 3 4 0 1 2 3 4

(2)

0 1 2 3 4 0 1 2 3 4

(3)

0 1 2 3 4 0 1 2 3 4(2)

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

11

8

(3)



Implementation

F. PLANNING AND BUDGETING (continued)

5. The budget addresses the following elements:(Check those not addressed)

staff

staff development and training

hardware

software

materials

support services (insurance, security,maintenance and repair)

facilities

6. The budget is consistent with therequirements of the implement action plan.


r4zpWp.3

t"t-

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z. ---i 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

1 9

12

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..c c..,

3 4 0 1 2 3 4

3 4 0 1 2 3 4

3 4 0 1 2 3 4

3 4 0 1 2 3 4

3 4 0 1 2 3 4

3 4 0 1 2 3 4

3 4 0 1 2 3 4(2)

3 4 0 1 2 3 4(3)

NOTES

20

13

MEC is an intermediate service unit in Massachu-setts and a charter member of AASA's regionalservice division.

MEM

--NA---Merrimack Education Center101 Mill RoadChelmsford, MA 01824

e

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