Technology Plan Rubric

The technology plan that you create is worth 400 points. To get all of the points you will have to have at least 10 of the criteria at the 40 point standard. If you choose to include more criteria you may. Refer to the lesson Technology Planning Two if you are unsure about any of the criteria.

RUBRIC FOR A TECHNLOGY PLAN

CRITERIA

10
20
30
40

Broad Based Support (Admin, Teachers, Students, Community, Staff)

No list of contributors to the plan is included.

A list of names is provided without descriptions of their involvements in the school or there is not equitable representation.

A comprehensive list of contributors is provided. There is representation from at least 3 of the 5 areas. The principal is included.

A comprehensive list of contributors is provided. There is representation from all 5 groups. The principal is included.

Needs Assessment

A needs assessment is not provided

A needs assessment is provided, but it covers only one area of technology use (equipment or staff development, not both) It is brief and not specific. The equipment assessment does not take into account the age of equipment.

A needs assessment is provided including both areas mentioned, but it does not completely assess staff, student and community needs. It lacks some detail that would be helpful. The assessment of equipment is more inclusive (phones, TVs, etc...)

The needs assessment is comprehensive and has detailed information about staff development needs, competencies, attitudinal surveys, equipment needs and school and district context. The equipment needs include infrasructure, phones, TVs and other equipment

Mission and Vision

No clear mission or vision is articulated.

Vision is skill based only and does not address larger school or district outcomes.

Vision focuses on technology outcomes and avoids presenting a learning outcome

Vision is comprehensive and deals with large learning outcomes of students, not just technology outcomes.

Goals and Objectives

General learning goals are unclear or absent.

Goals are equipment based instead of based on learning outcomes. Objectives are not linked to goals. Objectives or goals are neither measurable or attainable.

Goals are broad and comprehensive but are not completely clear. They are linked to objectives, but are not readily attainable or measurable, Goals are loosely tied to State or district documents.

Goals are broad and comprehensive addressing teaching and learning needs, as well as being clear, attainable, and measurable. Objecives are delineated from goals and further define how they will be met.

Action Plan

Action plan exists, but without a timeline or with a limited one. Assessment is not mentioned

Action plan is tied to goals and objectives. Task, timeline, responsibility and funding are mentioned but are incomplete and some of these elements are missing.

The action plan is tied specifically to the goals and objectives. Task, timeline, responsibility, funding and assessment are thorough although one or more of the elements is missing.

The action plan is tied specifically to goals and objectives. Each task identifies a timeline, responsibility, funding, and assessment.

Program Integration

The document never mentions connections with other efforts

The document mentions other efforts, but is not explicit in connecting with them.

The document shows a loose connection between efforts in technology and other programs.

The document is tightly coupled to other programs in the school (reform, curriculum). There is full integration in the different efforts.

Curriculum Integration

The plan focuses on technology outcomes, and skill based goals. It does not address how it can enhance the curriculum.

The plan mentions curriculum integration without any detail.

The plan specifically identifies how the curriculum can be enhanced. A technology rich environment is described, but strategies for enhanced teaching are not explored thoroughly.

The plan specifically identifies technology enhances the curriulum showing what students can do in this environment. Strategies of teaching and learning are also addressed

Evaluation

No formal evaluation is described.

An evaluation process is described, but without detail or reference to learning outcomes.

An evaluation process and instrument is described, but lacks some detail. Links to goals and objectives are not apparent.

An evaluation process and instrument are described. They are comprehensive. Evaluation is timely and tied to objectives

Multiyear Planning

A timeline is not mentioned

The plan covers only one academic year.

The plan covers more than one year but is short-term in nature and does not refer to ongoing planning and support.

The plan is multiyear and shows links to multiyear funding, support and plannnig activities.

Standards

Equipment and software standards are not mentioned.

They are mentioned, but not specific.

The standards that are mentioned are narrow.

Equipment standards are specific and comprehansive. A process describes how they will be used.

Funding Alternatives

Funding resources are not mentioned

Funding is mentioned, but it does not address all of the income needed to implement the plan.

Funding resources are described, but limited to traditional resources. Budget figures are not included.

Funding sources are described, including current and future funding. Information on rellocation and use of resources and budget figures is included.

Research and Development

No educational research is mentioned

Research is mentioned in a broad way.

Specific educational or research and development projects are mentioned, but they are not connected to school efforts.

Specific research is described with implications to future work described. Educational research is mentioned and connected to classroom goals.

Model Classroom Configuration

No classroom or school configurations are mentioned.

Classroom configurations are mentioned, but lack detail. (eg. there will be three computers and a printer in each room).

Classroom configurations are described in detail, but may be restrictive-only one type of configuration is described for all situations.

Classroom and school configurations are described with links to teaching and learning outcomes. They are provided as possible solutions to particular problems but are not prescriptive in nature.

Facilities

Facilities issues are not mentioned.

Facilities issues are mentioned, but lack detail.

Facilities issues are identified and articulated, but solutions lack in clarity.

Specific facilities issues are identified, addressed, and include recommendations, solutions, budgets, and responsibilities.

Software Plan

No information on software is included.

Software agreements and policies are mentioned, but not specifics.

Software policy is articulated, but is not tied to site needs and goals.

Software policy is articulated. Plans are given for accommodating software needs at the site.

Copyright, AUP

No copyright or acceptable use policy is described.

Copyright and acceptable use are mentioned, but specific policies are not recommended.

Copyright and acceptable use policies are articulated in the document and samples are available.

Maintenance and Support

No plans for maintenance and support are included.

Support plans are mentioned, but without enough clarity or detail to implement.

Support plans are mentioned in detail, but do not consider long term issues.

Specific support plans are articulated. This includes the process for specific support issues, ongoing equipment replacement, staff development and repair.

Gifts and Disposal

No policy is provided for disposing of and receiving gifts of equipment and services.

Policy is provided, but is not clear.

Specific policy is articulated about disposal and gifts, but is not tied to the standards.

Specific policy is articulated about moving and disposing of equipment. Gift acceptance is tied directly to the standards

Staff Development

The document does not mention staff development.

Staff development is mentioned, but it is lacking in goals and assessment of progress.

Staff development is articulated, but there is no plan for using varied strategies and no incentives. Resources such as funds for conferences or leaders of inservices are not mentioned.

Staff development is addressed either in the action plan or in a separate secion. It includes multiple strategies, incentives and resources.

This rubric is adapted from Kimball, Chip and Sibley, Peter H. "Am I on the Mark? Technology Planning for the E-Rate". Learning and Leading with Technology. v. 25, n 4, pp. 52-57.

RUBRIC FOR A TECHNLOGY PLAN
CRITERIA	10	20	30	40
Broad Based Support (Admin, Teachers, Students, Community, Staff)	No list of contributors to the plan is included.	A list of names is provided without descriptions of their involvements in the school or there is not equitable representation.	A comprehensive list of contributors is provided. There is representation from at least 3 of the 5 areas. The principal is included.	A comprehensive list of contributors is provided. There is representation from all 5 groups. The principal is included.
Needs Assessment	A needs assessment is not provided	A needs assessment is provided, but it covers only one area of technology use (equipment or staff development, not both) It is brief and not specific. The equipment assessment does not take into account the age of equipment.	A needs assessment is provided including both areas mentioned, but it does not completely assess staff, student and community needs. It lacks some detail that would be helpful. The assessment of equipment is more inclusive (phones, TVs, etc...)	The needs assessment is comprehensive and has detailed information about staff development needs, competencies, attitudinal surveys, equipment needs and school and district context. The equipment needs include infrasructure, phones, TVs and other equipment
Mission and Vision	No clear mission or vision is articulated.	Vision is skill based only and does not address larger school or district outcomes.	Vision focuses on technology outcomes and avoids presenting a learning outcome	Vision is comprehensive and deals with large learning outcomes of students, not just technology outcomes.
Goals and Objectives	General learning goals are unclear or absent.	Goals are equipment based instead of based on learning outcomes. Objectives are not linked to goals. Objectives or goals are neither measurable or attainable.	Goals are broad and comprehensive but are not completely clear. They are linked to objectives, but are not readily attainable or measurable, Goals are loosely tied to State or district documents.	Goals are broad and comprehensive addressing teaching and learning needs, as well as being clear, attainable, and measurable. Objecives are delineated from goals and further define how they will be met.
Action Plan	Action plan exists, but without a timeline or with a limited one. Assessment is not mentioned	Action plan is tied to goals and objectives. Task, timeline, responsibility and funding are mentioned but are incomplete and some of these elements are missing.	The action plan is tied specifically to the goals and objectives. Task, timeline, responsibility, funding and assessment are thorough although one or more of the elements is missing.	The action plan is tied specifically to goals and objectives. Each task identifies a timeline, responsibility, funding, and assessment.
Program Integration	The document never mentions connections with other efforts	The document mentions other efforts, but is not explicit in connecting with them.	The document shows a loose connection between efforts in technology and other programs.	The document is tightly coupled to other programs in the school (reform, curriculum). There is full integration in the different efforts.
Curriculum Integration	The plan focuses on technology outcomes, and skill based goals. It does not address how it can enhance the curriculum.	The plan mentions curriculum integration without any detail.	The plan specifically identifies how the curriculum can be enhanced. A technology rich environment is described, but strategies for enhanced teaching are not explored thoroughly.	The plan specifically identifies technology enhances the curriulum showing what students can do in this environment. Strategies of teaching and learning are also addressed
Evaluation	No formal evaluation is described.	An evaluation process is described, but without detail or reference to learning outcomes.	An evaluation process and instrument is described, but lacks some detail. Links to goals and objectives are not apparent.	An evaluation process and instrument are described. They are comprehensive. Evaluation is timely and tied to objectives
Multiyear Planning	A timeline is not mentioned	The plan covers only one academic year.	The plan covers more than one year but is short-term in nature and does not refer to ongoing planning and support.	The plan is multiyear and shows links to multiyear funding, support and plannnig activities.
Standards	Equipment and software standards are not mentioned.	They are mentioned, but not specific.	The standards that are mentioned are narrow.	Equipment standards are specific and comprehansive. A process describes how they will be used.
Funding Alternatives	Funding resources are not mentioned	Funding is mentioned, but it does not address all of the income needed to implement the plan.	Funding resources are described, but limited to traditional resources. Budget figures are not included.	Funding sources are described, including current and future funding. Information on rellocation and use of resources and budget figures is included.
Research and Development	No educational research is mentioned	Research is mentioned in a broad way.	Specific educational or research and development projects are mentioned, but they are not connected to school efforts.	Specific research is described with implications to future work described. Educational research is mentioned and connected to classroom goals.
Model Classroom Configuration	No classroom or school configurations are mentioned.	Classroom configurations are mentioned, but lack detail. (eg. there will be three computers and a printer in each room).	Classroom configurations are described in detail, but may be restrictive-only one type of configuration is described for all situations.	Classroom and school configurations are described with links to teaching and learning outcomes. They are provided as possible solutions to particular problems but are not prescriptive in nature.
Facilities	Facilities issues are not mentioned.	Facilities issues are mentioned, but lack detail.	Facilities issues are identified and articulated, but solutions lack in clarity.	Specific facilities issues are identified, addressed, and include recommendations, solutions, budgets, and responsibilities.
Software Plan	No information on software is included.	Software agreements and policies are mentioned, but not specifics.	Software policy is articulated, but is not tied to site needs and goals.	Software policy is articulated. Plans are given for accommodating software needs at the site.
Copyright, AUP	No copyright or acceptable use policy is described.	Copyright and acceptable use are mentioned, but specific policies are not recommended.		Copyright and acceptable use policies are articulated in the document and samples are available.
Maintenance and Support	No plans for maintenance and support are included.	Support plans are mentioned, but without enough clarity or detail to implement.	Support plans are mentioned in detail, but do not consider long term issues.	Specific support plans are articulated. This includes the process for specific support issues, ongoing equipment replacement, staff development and repair.
Gifts and Disposal	No policy is provided for disposing of and receiving gifts of equipment and services.	Policy is provided, but is not clear.	Specific policy is articulated about disposal and gifts, but is not tied to the standards.	Specific policy is articulated about moving and disposing of equipment. Gift acceptance is tied directly to the standards
Staff Development	The document does not mention staff development.	Staff development is mentioned, but it is lacking in goals and assessment of progress.	Staff development is articulated, but there is no plan for using varied strategies and no incentives. Resources such as funds for conferences or leaders of inservices are not mentioned.	Staff development is addressed either in the action plan or in a separate secion. It includes multiple strategies, incentives and resources.