| Components
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3
|
2
|
1
|
Score
|
|
Executive Summary |
Identifies
clearly and concisely for the reader the vision, mission, goals
and objectives, background, findings, issues, conclusions, and
recommendations of the tech. plan. Submitted on time. |
Provides
adequate and accurate information in Executive Summary. Submitted
on time. |
Executive
summary is absent or incomplete. (Missing 2 or more components
of information.); or submitted late. |
1
2
3
|
| Identifies
Contributors and Stakeholder Groups |
Membership
list has complete description of constituencies/stakeholder groups.
All areas are equitably represented. Submitted on time. |
Membership
list is provided and describes constituencies represented. Submitted
on time. |
Membership
is not listed or is inadequate to determine representation of
stakeholder groups; or is submitted late. |
1
2
3
|
| Vision
Statement |
Vision
is comprehensive and deals with learning outcomes, not just technology
outcomes. Clearly and concisely states your team's vision for
using technology to improve learning; identifies who will be the
users of technology and how it will be used to enhance learning;
indicates the benefits that you envision will result from the
use of technology by students, teachers, administrators or others.
Submitted on time. |
Vision
statement provides adequate description of how technology will
improve learning but instructional outcomes not fully addressed.
Submitted on time. |
Vision
statement is not included or does not address learning outcomes;
is difficult to understand or is submitted late. |
1
2
3
|
| Mission
Statement |
Mission
statement is focused on instructional outcomes and indicates clearly
what the school or district will do to make its technology vision
a reality; why the school or district wants to do this; and for
whom the school or district is doing this. Submitted on time.
|
Mission
statement addresses learning outcomes but provides limited information
about what, why, and for whom the school or district is doing
the plan. Submitted on time. |
Mission
statement is missing or does not address instructional outcomes.
Provides incomplete and/or is difficult to understand; or is submitted
late. |
1
2
3
|
|
Goals |
Goals
are broad, comprehensive and realistic in addressing teaching
and learning needs. Goals clearly answer the questions: Who? What?
By when? By how much? According to which instrument? Submitted
on time. |
Goals
are mostly equipment based and loosely linked to improvement plans.
Submitted on time. |
Goals
are absent or seem to be only equipment based; are not measurable;
are incomplete, difficult to understand; or are submitted late.
|
1
2
3
|
| Objectives |
Objectives
are measurable and delineated from goals; they clearly define
steps to be taken to achieve goals; are clear and realistic. Submitted
on time. |
Provides
most of the objectives. Some objectives may not be readily attainable
or measurable. Submitted on time. |
Objectives
are absent or incomplete; are difficult to understand, unrealistic;
appear unmeasurable, or are submitted late. |
1
2
3
|
| Needs
Assessment |
Assessment
is comprehensive and contains detailed information from hardware
resources, technology needs assessment and Maturity Model Benchmark
surveys; identifies use by students and staff, and training received
and desired. Submitted on time. |
Technology
has been assessed and analyzed, but may not include summaries
of information from all elements in the technology surveys. Submitted
on time. |
Needs
Assessment is absent, incomplete or is submitted late. |
1
2
3
|
| General
Issues |
Clearly
addresses issues of: staff development, technical support, technology
standards; student access to computers; integrating new with old
technologies; capacity of present facilities to accommodate new
technologies; how technology resources and budget will be distributed
among schools for equitable access; how needs of students with
disabilities or limited English proficiency will be addressed;
student access to computers; integrating new with old technologies;
capacity of present facilities to accept new technologies, etc.
Submitted on time. |
Adequately
addresses most, but not all, of the most significant issues specified
in Excellent column. Submitted on time. |
General
issues missing or very incomplete; difficult to understand; or
submitted late. |
1
2
3
|
|
Conclusions and Recommendations |
Clearly
identifies the most important needs and challenges confronting
the school or district and recommends the projects and steps to
be taken to achieve the vision. Conclusions are strong and relevant.
Submitted on time. |
Conclusions
and recommendations are adequately justified although the basis
of some conclusions not entirely clear. Submitted on time. |
Conclusions
and recommendations are missing or are not adequately justified
based on the information gathered in planning process; or submitted
late. |
1
2
3
|
| Acceptable
Use Policy |
Describes
policies that are needed to ensure proper use of the technology
resources (e.g., guidelines, software and facilities use policies,
parental consent for Internet use, etc.) Includes well-written
draft of Acceptable Use Policy. Submitted on time. |
Provides
an adequate description of the most relevant policy issues. Includes
an adequate draft of Acceptable Use Policy. Submitted on time. |
Policy
issues are absent, incomplete, or difficult to understand; lack
of Acceptable Use Policy draft; or submitted late. |
1
2
3
|
| Technology
and Learning Statement |
Provides
clear and strong description of how technology is currently used
in learning environment and ways it will be used to achieve instructional
outcomes; describes how technology will enhance curriculum and
teaching and learning strategies; is tightly coupled to other
reform efforts; indicates what students will do environment; submitted
on time. |
Provides
overview of the current and future use of technology in enhancing
the teaching-learning process for students. Little detail on how
technology will be integrated into learning and curriculum. Submitted
on time. |
Technology
and Learning statement absent or provides incomplete information
on the current use or future role of technology in the school
or district and how it will enhance learning; or submitted late.
|
1
2
3
|
| Technology
Standards, Requirements, and Models for Technology and Learning |
Provides
clear and comprehensive description of the capabilities of hardware
and learning environments. It identifies minimum standards and
requirements for computer hardware, software, and connectivity;
describes the types of learning environments that currently exist
and those to be created by the plan. Submitted on time. |
Provides
general description of hardware, software and connectivity standards
and requirements. Although clear, may miss some information elements.
Submitted on time. |
Technology
standards, requirements and models are missing, incomplete, vague,
or submitted late. |
1
2
3
|
| Staff
Development |
Clearly
describes current and needed technology competencies; Describes
how plan will take teachers and other staff from present level
of technology competency and knowledge to the level of skill required
in the plan; describes staff development strategies and recommendations
for incentives and professional development resources. Submitted
on time. |
Provides
a general overview (not detailed) of current & needed technology
competencies. Describes a few strategies and recommendations for
incentives and resources. Submitted on time. |
Staff
Development is absent or provides only minimal information on
current and needed technology competencies or how the plan will
help staff achieve the needed competencies; or submitted late.
|
1
2
3
|
| Technical
Support |
Provides
clear and comprehensive requirements and plans for services available
and needed to support technology use (network, computer and software
support). Submitted on time. |
Provides
adequate but not comprehensive description of technical support
requirements and services. Submitted on time. |
Technology
support is absent or provides vague or little information on technical
support requirements for plan; or is submitted late. |
1
2
3
|
| Projects,
Budgets, and Timelines |
Provides
a prioritized list of major tech plan projects, tasks and timelines.
Provides budget summary estimate of capital expenses (hardware,
software, facilities, infrastructure, staff development, tech
support, etc.) Identifies possible alternative funding resources.
Projects, timelines, and budgets are realistic and consistent
with plan goals and objectives. Submitted on time. |
Provides
most, but not all, of the project, timelines, and budget estimate
information. Appears to be generally consistent with plan goals.
Submitted on time. |
Projects,
budgets, or timelines missing; provides vague or little information
on project, budgets, or timelines; projects appear not relevant
to plan goals; budget estimates appear incongruent with plan or
unrealistic; or not submitted on time. |
1
2
3
|
| Clarity
of Writing |
Writing
is concise and clear; uses active voice when appropriate. No misspelling,
grammar, or punctuation mistakes evident. |
Writing
is clear but unnecessary words are used. Meaning is not clear
in some instances. Few errors in spelling/grammar. |
Writing
is difficult to understand. Evidence of spelling, grammar and
punctuation errors. |
1
2
3
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