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Demographic Information: The Lane is an urban high school serving approximately 1600students. Of those students, 77% are approved for the free and reduced lunch program, 6%have limited English proficiency, and 11% utilize special education services. The most recentdrop-out rate was 3.5%.

I. AdministrativeA. Policy (B-emergent, R/I-islands):Although appropriate technology use is

considered,the lack of a formal plan means that there is no real consistency.B. Planning (B-islands, R/I-emergent): While there does seem to be some formalplanning, often in conjunction with other programs, there is no messaging out of this planto the staff/students.C. Budget (B-integrated, R/I-islands):There does seem to be a specific technologybudget, but little to no money is set aside in other areas to include technology. There

alsoseems to be a lack of long-term planning.D. Administrative Information (B-intelligent, R/I-integrated):This was one of thestrong points, as several of our administrative systems are completely paperless

(attendance, grades, etc.).II. Curricular

A. Electronic Information (B-islands, R/I-islands): There are some forms of electronicinformation available, but these are not readily accessible to all students.B. Assessment (B-islands, R/I-islands): Although there are some technological toolsavailable to be used for assessment (both formal and informal), the focus is still heavilytraditional.C. Curricular Integration (B-islands, R/I-islands): Curriculum in some areas isdependent on technology, but this is not integrated throughout the staff/building.D. Teacher Use (B-islands, R/I-islands): While there is regular daily use in many workareas, this is not integrated for all users throughout the building.E. Student Use (B-islands, R/I-islands): Technology is used often by some, but not

accessible to all students on a consistent and regular basis.III. Support

A. Stakeholder Involvement (B-emergent, R/I-islands): Many groups are representedin the planning process, but few are actually involved.B. Administrative Support (B-islands, R/I-integrated): Depending on the plan and theadministrator, there may be some (but not full) participation.C. Training (B-integrated, R/I-islands): Most staff members attend offered trainings,but the actual number of training personnel is limited.D. Technical / Infrastructure Support (B-integrated, R/I-intelligent): We do have fulltime technical support staff, and they are utilized by a majority of the staff.

IV. ConnectivityA. Local Area Networking (LAN) (B-integrated, R/I-integrated): Data use and high-speed networking are available via LAN.B. District Area Networking (WAN) (B-emergent, R/I-emergent): None that I know of.C. Internet Access (B-integrated, R/I-intelligent): Internet access is provided in allareas, and is utilized daily.D. Communication Systems (B-intelligent, R/I-intelligent): Email is available to allstaff, and is integral to administrative abilities and communication.

V. InnovationA. New Technologies (B-islands, R/I-islands): New technologies are rejected by

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some, but accepted by many. They are not always available to everyone.B. Comprehensive Technologies (B-integrated, R/I-islands): Technology isbecoming more and more comprehensive, but is still limited at present.

Overall Evaluation: In looking at these various categories and how they work together, I would

place my school in the Islands Stage.

On the one hand, there are several areas in which our systems are integrated, or evenintelligent. For example, paper systems have been completely replaced in the areas of gradingand attendance. Email is accessible to all staff, and is necessary for all day-to-day activities.Internet access is freely available in all areas.

On the other hand, there are many areas which still need work before progressing to the nextlevel of maturity. In many cases, technology is available, but limited to certain groups, certaintimes of day, certain teachers, etc. For example, we have a wonderful assessment tool lovinglyreferred to as the clickers. This set allows students to view questions on the screen and enteranswers via a remote, without having to speak out loud. This technology is fabulous for both

informal and formal assessment. However, since there are only a few sets of the clickers, anda handful of teachers who have received training on how to use the program, many studentsnever see them.

Overall, I believe our school is headed in the right direction, but still has plenty of room forimprovement in the areas of technology use planning.