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= Change Case Study = Anna DeJulio

Canfield High School: Implementation of an Online Grading System

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

Background:
Up until this year at Canfield High School the vast majority of teachers were using a paper pencil grade book system. Although this system works sufficiently, it was a closed system, where mistakes were hidden and students, parents, and teachers were less accountable. In response to some of these disadvantages a few teachers including myself, began to research the use of an online grading system about two years ago, in hopes of implementing the systems into our own classes and helping teach others who were willing to accept the change.

The change from a paper pencil model to an online system was relatively slow, as it began as a change that would only affect those that accepted it. After the change became popular and the administration learned more about what was being used in the classrooms the adoption of the change became much more encouraged for all teachers. This change was not an easy transition, as there were a few concerns that threatened the success of this transformation. Ultimately the success can be attributed to the implementation process and strengths that were inherent in the opportunities provided by this new system. As I analyzed this change I will further examine the roles of key players at CHS including the roles of teachers and administrators, as well as how it has affected our students and parents.

**About CHS**

Canfield High School is an upper-middle class city located in Mahoning County. The school itself has around 1,090 students and 51 staff members. Teachers are organized by content area departments, who have access to common planning times. Technology is something that is used on a daily basis within the building by both students and staff, but the amount of support for that technology used in individual classrooms is often very limited. Administrators within our building try to encourage the use of technology by both teachers and students. I did a paper-pencil survey of the students in four of my current classes and was relatively surprised to find out that //all// 93 students had access to a working computer at home.

**Key Players in Change Process** 2. CHS Principal 11-12 || Administrator, Authority Figure || The key players are listed above, but it is important to note that there are three large groups of intended adopters: teachers, students, parents.
 * = **Name** ||= **Role at CHS** ||= **Role in Change** ||
 * Anna DeJulio || CHS Social Studies Teacher || Change Agent, Adopter ||
 * Mike Roussos || CHS Social Studies Teacher || Change Agent, Adopter ||
 * 2 Principals || 1. CHS Principal 9-10

**Problem** Canfield High School teachers, like many other schools, were still using paper pencil grade books in the 2009-2010 school year. Up to this point this system was able to do the job at hand, which was to simply calculate grades, but it was unable to fully meet the needs of many teachers, students, and parents. The concerns associated with various parties were relatively different, but all revolved around the //limited means of communication// a closed paper-pencil grade book provides. Specific concerns included: All of these problems ultimately have solutions as teachers begin to adopt an online grade book called //Engrade//, which can drastically increases the level of communication between all parties.
 * __Teachers__: Deal with numerous phone calls, and repeatedly send out grade sheets via mail and email to update parents on student progress, grades, and missing assignments.
 * __Parents__: Wish they would have known sooner that their student was struggling in a specific course.
 * __Students__: Want to double check the grade they expect with teachers grade.