School Evaluation Summary Central Elementary School Demographics Central Elementary School consists of a very diverse group of people.

. The instructors and support staff range in age from 28 to 62. The male to female ratio is approximately 1:4, consisting of primarily female teachers and other staff. 87% of teachers at Central have obtained bachelors degrees, with a few having also obtained masters degrees. The students age ranges from four years to fourteen years. Males make up approximately 36% of the student population whereas females make up approximately 64% of the student population (see chart below). Approximately 30% of the students enrolled currently at Central Elementary School are considered to be economically disadvantaged by the standards of the state of Oklahoma. Ethnicities of the students vary; the graph below illustrates the ethnic makeup of Centrals students.

Element Ratings

Administrative Behavioral: Intelligent Stage | Resource/Infrastructure: Intelligent Stage Overall, in the administrative category, Central scores in the Intelligent Stage of maturity. There is a formal technology use plan in effect and it is fully supported at all levels of the organization. The technology use plan is reviewed and approved by the school board annually. Prior to the start of each school year, representatives from each level of the organization come together to formulate the technology use plan in conjunctions with the schools goals for the coming school year. The plan is evaluated by key members of the faculty and administration of the district. The technology use plan includes both short- and long-term budgeting to include hardware and software needs for all classroom levels. The budget is reviewed annually to ensure all needs can be met, with regard to the money allocated by the state department of education. Technology is in place for some administrative functions such as attendance and grading; some administrative functions are still conducted via paper systems. Most administrators and staff members have access to electronic administrative systems. Curricular Behavioral: Integrated Stage | Resource/Infrastructure: Intelligent Stage Overall, in the curricular category, Central scores in the Integrated Stage of maturity. Students and staff are dependent upon information resources such as SMART Boards and iPads, and utilize them regularly. The SMART Boards and iPads are used in every subject area with the exception of physical education and are available for use at every classroom level. Though technology is used extensively for learning, it is not used by students as part of the evaluation process, although measuring student learning is sometimes accomplished using digital assessment tools. Curriculum for most subject matters utilizes technology throughout the core subjects. All teachers are required to use technology in their daily curricular duties; each teacher has access to technology in his or her classroom. All students use technology frequently in the classroom, but learning objectives can still be met without its use. iPads and laptops are available to all students at all classroom levels as required by subject matter. Support Behavioral: Intelligent Stage | Resource/Infrastructure: Intelligent Stage Overall, in the support category, Central scores in the Intelligent Stage of maturity. Once per year, prior to the start of the school year, all faculty members meet to plan the use of technology in the coming year, however, in the annual meeting, not all support staff are included in the planning process. The superintendent of the school district and other administrators play key roles in the planning, practice, and implementation processes of the technology use plan. Due to the importance of this subject, our district feels that significant time and support is essential to planning and implementation. In-service training is held before each school year, as well as periodically through the school year

for all staff members. While all staff members are trained, there is a staff member on location who carries the special duty assignment to serve as a subject matter expert in the area of technology. All staff members utilize both formal and informal means of technological support. There is limited formal technical assistance available; the staff member on location serves as informal assistance and can be sought out as needed. Connectivity Behavioral: Intelligent Stage | Resource/Infrastructure: Intelligent Stage Overall, in the connectivity category, Central scores in the Intelligent Stage of maturity. The school has local and district area networking available for video, voice, and data. Throughout each building, networking is available. All staff members and students have access to the Internet for various curricular needs. Direct Internet access is available in each classroom. Each staff member has an email account to be used to support communications. Email is available and used by all staff members, but no students are provided access to email while at school. Innovation Behavioral: Intelligent Stage | Resource/Infrastructure: Intelligent Stage Overall, in the innovation category, Central scores in the Intelligent Stage of maturity. Most staff members are very welcoming to new technologies. Most staff members take advantage of the opportunities to use new technologies in the classroom, as they know students often are more engaged with technology is used in the learning process. Central is very fortunate to have comprehensive technology including video conferencing and voice recognition. Technology is available not only to staff and students in the school, but it is also available to the community for

Conclusion As a whole, Central passes with flying colors as far as maturity benchmarks go. Averaging a rank in the Intelligent Stage, Central demonstrates that even though it celebrated its 100 year birthday this year, it has the ability to adapt to and utilize new technologies in every aspect of the organization. However, there are certainly areas in which to improvespecifically in the curricular category. This can be accomplished by adding assessment and evaluation functions technologically, as well as requiring more functions to be done by technology.