Conclusion

** Canfield High School: Implementation of an Online Grading System **

 * ====Background ==== || ====** S ** trengths ==== || ====** W ** eaknesses  ==== || ====** O ** pportunities  ==== || ====** T ** hreats  ==== || ====Diffusion ==== || ====Conclusion ==== ||

** Conclusion: **
Canfield High School went from a point in 2008-2009 school year, where the vast majority of teachers used paper-pencil grade-books that were actually provided by the school to a completely digital system that allows teachers, students and parents the ability to see student grades, as well as increase the level of communication between all parties. This transformation saw very little resistance due to the unique change process, but the resistance that was faced was handled with care. To the advantage of our administrators many of Rogers' perceived attributes were already in place to help reach our entire staff by 2010-2011 school year.

After interviewing several of our initial change agents/adopters, as well as late adopters it was clear that Engrade has been a success within our district. Not only was it adopted by all parties, but numerous teachers have noted how many less parent and student issues they have run into over the course of a grading period. They explained to me that the online grade system automatically increased the amount of communication that they have with parents because parents can monitor student progress on their own, and small problems are less likely to grow into larger ones because they are caught sooner. Engrade also gives teachers the ability to view how often users log-in to view grades, in addition in tracks and saves messages sent between teachers, students and parents.

The overall adoption of this change was relatively unique, it was one where teachers saw a need to increase the level of communication in regards to academic concerns for students. And because the technology was available they took the initiative to implement a system that gave them immediate positive feedback, so much so that they passed it on to colleagues. As that change was adopted by others, our administrators saw the need for all in the building to adopt the innovation. When an inservice was provided some opposition was faced, but most of which was calmed because the needed support was already in place to guide everyone through the process.

At this point all departmental teachers have implemented the system within their courses, and students and parents have the ability to easily find out grades, student academic progress and quickly communicate with teachers regarding where they stand.