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Technology Rollout Rubric/Checklist (M. Smeller/W. Brady -Edtech 554, Section 2)

Category 4 3 2 1 Comments

Exceptional

Meets Requirements

Approaches Requirements

Does not meet requirements

Technology Goal

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District technology goal is established with parameters defined that show not only the goal but guidelines for making it happen. Both the goal and the guideline are documented

District technology goal was established and is well-defined. Evidence exists to support the goal and is documented.

District goal is defined but lacks well defined parameters Goal is more a want than a need based on available evidence. Goal is not clearly documented

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A district technology goal was not established.

This goal category is difficult to evaluate as there doesnt seem to be any clear overarching goal as it pertains to the Google Apps rollout by BVSD. The inclusion of adoption guidelines are appropriate.

Needs assessment

Needs Assessment took place to help identify needs of both teachers and, students. Parent involvement where applicable was also considered. Accessibility, and affordability were considered and compared with other products to provide the expected return in student learning.

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Needs Assessment took place to help identify needs of both teachers and, students. Accessibility, and affordability were considered and compared with other products to provide the expected return in student learning.

Needs assessment covers the need more in terms of wanting the technology than in terms of the effect it will have on improving the school.

Needs assessment did not occur.

This portion of the rubric is definitely applicable. There was an opportunity to gather information about stakeholders and their knowledge and comfort level with Google.

Administrative oversight

District and school District and school administrators see administrators have themselves as not shared oversight in only advisors and reviewing the needs directors of the roll-out assessment, but also as users of allocation of funds, the technology possible vendors, staff themselves. training, and PD timetable. They have communicated this to the staff and have accepted feedback prior to the roll-out.

District and school administrators had minimal oversight. Most of the oversight is at the teacher and educational technologist level.

District and school administrators have not reviewed any part of the needs assessment, funding, vendor info, training, and PD timetable.

There is definite administrative investment in the project as is evidenced by the Principals PD survey in the symbaloo documents.

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Feedback is encourage throughout the process.

Sustainability

! Product is expected to
be available and upgraded by the vendor overtime. Evidence exists in the roll-out plan to show on going funding. The technology also appears as part of the technology and school improvement plan with measurable goals to insure its use over a 3 - 5 year period.

Technology is a proven product that has shown to be effective in increasing the learning potential of students.

! Product is expected to
be available and upgraded by the vendor overtime. Evidence exists in the roll-out plan to show on going funding.

Technology is a proven product that has shown to be effective in increasing the learning potential of students.

Technology shows the potential to increase student learning potential, but is not a proven product. Products availability has not been verified and funding has only been considered for initial roll-out.

Sustainability was not made part of the technology roll-out. Upgrades and future funding are not documented.

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The presence of Goal 6 and Quality Improvement make this an excellent portion of this rubric. Sustainability is an essential part of any rollout plan and including this would cause the evaluator to dig deeper for evidence of longrange planning.

Infrastructure

Impact on existing system has been reviewed. Upgrades have been done on all aspects of the system to insure it will meet requirements over a 3 - 5 year period.

Impact on existing system has been reviewed. Upgrades to the existing system have been made to meet minimum requirement for electrical circuits, internet/WIFI, and bandwidth.

Impact on existing system has been reviewed. Roll-out has been scaled down to prevent a burden on the existing system.

No review of impact on existing system is evident.

The inclusion of Goal 5 in the Master Plan would give the evaluator confidence that BVSD has given throughout to the financial commitment that technology adoption demands from a school division. This category is appropriate for assessment.

Hardware

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Exceptional consideration given to requirements. Needs assessment covers support, maintenance, upgrade or replacement over a planned period of 3 - 5 years.

Reasonable consideration given to requirements and expansion has been considered. Needs assessment takes into account support and maintenance of the hardware.

Some consideration given to requirements. Only the minimum needed to begin the roll-out are in place. No consideration given for expansion over time. Needs assessment did not go beyond the initial stage implementation. Some evidence of review of software needs is apparent. However, compatibility with existing system is all that is apparent.

No evidence of consideration as to requirements. Need is not clearly stated or missing in needs assessment or impact model if one exists.

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The inclusion of Goal 5 in the Master Plan would give the evaluator confidence that BVSD has given throughout to the financial commitment that technology adoption demands from a school division. This category is appropriate for assessment.

Software

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Review of software needs shows exceptional consideration was given as to the availability, ease of use, and compatibility with technology to be rolled out. Purchase of software if needed came with a support contract from vendor for training and tech support.

Review of software needs and availability have been identified. Compatibility with existing system and technology to be rolled out has been defined or the needed software to meet need.

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No evidence of a review of software needs is apparent.

With a GAFE adoption there is no question of the educational value but BVSD does an exceptional job presenting compelling reasons to adopt the technology at the Elementary, Middle, and High School levels. This category is definitely appropriate for assessment.

Professional Development

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Professional development is scheduled on a regular basis. Staff is encouraged to become qualified to be trainers as a means of showing proficiency with the new technology. A means of contacting trainers and vendor for support has been established. Teachers are periodically evaluated by the project director to see that technology is being used to its fullest potential. Administrators review lesson plans to see how the teacher is incorporating the technology into the lesson.

Professional Initial training provided development is but no follow-up or onscheduled beginning going professional with the administrative development is staff and progressing planned. to the teaching staff. A training plan has been established. Staff members are expected to become proficient in the use of the technology.

Professional development is not considered. Administrators and school staff are not held accountable to becoming technology proficient.

The training documents and links provided in Symbaloo make this an excellent point for consideration. Emphasizing and encouraging staff to become technology trainers would be an avenue to ensure continued professional growth with the new technology.

Utilization Review

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Teachers are periodically evaluated by the project director to see that technology is being used to its fullest potential.

A sample of teachers are periodically evaluated by the project director to see that technology is being used to its fullest potential.

Teachers are not evaluated to determine if they are using the technology to its fullest potential.

There is value in reviewing teacher performance. The BVSD has a broad set of skillbased performance tasks for teachers to complete and engage in. Over time, it would be appropriate to assess the teachers on their level of competency with the new technology.

Increase in Student Performance

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As a result of the technology rollout, student performance increased. A set of goals or benchmarks has been established and students performance clearly exceeds those goals or benchmarks. Documentation of the growth is available for review by staff and administration and the public as needed.

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As a result of the technology rollout, student performance increased. A set of goals or benchmarks has been established and met. Documentation of the growth is available for review by staff and administration.

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Student performance increases marginally as a result of the technology rollout. No goal has been established to measure the degree of growth.

Student performance did not increase as a result of the technology rollout or is not measurable.

This would be difficult to assess without some normative data and reference points. If this information could be provided and explored prior to the introduction of the new technology then this category would be appropriate. Without this background information this would be impossible to assess.

Comments: This rubric is definitely applicable to the BVSD technology rollout. It connects aspects of the Master Plan as well as information presented in the related documents linked off of Symbaloo. I think that one of the challenges in developing an appropriate rubric is in limiting the scope of the rubric itself. The adoption of GAFE involves such a large institutional shift in productivity and collaboration that developing a rubric that isnt too arduous to use is a challenge. I think that Smeller and Brady have done a nice job at hitting the highlights of a technology adoption without getting waylaid in the minutiae of the plan itself. Nice work!

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