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

Category 4 Exceptional

3 Meets Requirements

2 Approaches

Requirements

1 Does not meet requirements

Comments

Technology Goal !!!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

A district technology goal was not established.

This goal category is difficult to evaluate as there doesn’t 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.

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 administrators see themselves as not only advisors and

directors of the roll-out but also as users of

the technology themselves. !They have

communicated this to the staff and have accepted feedback prior to the roll-out. !

Feedback is encourage

throughout the process.

District and school administrators have shared oversight in reviewing the needs

assessment, allocation of funds,

possible vendors, staff training, and PD

timetable.

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 Principal’s PD survey in the symbaloo documents.

Sustainability 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. ! 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 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.

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 long-range 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 !!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.

No evidence of consideration as to

requirements. !Need is not clearly stated or missing in

needs assessment or impact model if one

exists.

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 !!

!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.

!Some evidence of review of software needs is apparent. !

However, compatibility with

existing system is all that is apparent.

!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 !!

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.

Professional development is

scheduled beginning with the administrative staff and progressing to the teaching staff. !A training plan has been established. Staff members are

expected to become proficient in the use of

the technology.

Initial training provided but no follow-up or on-

going professional development is

planned.

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 !

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.

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 skill-based 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.

!!!!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 isn’t 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!

Increase in Student

Performance !!

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.

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.

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.