Manda Cawthon, Cynthia Dixon,

Victorie Penn, Sarah West

FRLT7232
Module 3 Task 2:Rubric for Assessing Technology Plans

Rubric for Assessing Technology Plans

Element

4
Exemplary
All goals clearly align
with the mission
statement.

All goals are SMART

Goals (specific, measurable,
achievable,
results-focused,
time-bound).

Professional
development
opportunities are
planned with current
and upcoming
technologies in mind.
Teachers may
request professional
development when
needed and it is
delivered within 2
Professional weeks.
Development
Help is available to
teachers quickly
when technology
problems occur
(Immediately-24
hours).

3
Excellent

2
Satisfactory

1
Needs
Improvement

Most goals align

with the mission
statement.

Some goals align

with the mission
statement.

Little to none of the

goals align with the
mission statement.

Most goals are

SMART (specific,
measurable,
achievable,
results-focused,
time-bound).

Some goals are

SMART (specific,
measurable,
achievable,
results-focused,
time-bound).

Little to none of the

goals are SMART
(specific,
measurable,
achievable,
results-focused,
time-bound).

Professional
development
opportunities are
planned with
current OR
upcoming
technologies in
mind.

Professional
development
opportunities are
planned, but do not
account for current
and upcoming
technologies.

No professional
development
opportunities are
planned.

Teachers may
request
professional
development when
needed and it is
delivered within 3
weeks.
Help is available to
teachers when
technology
problems occur,
but the process
takes time (1-2
days).

Teachers may
request
professional
development when
needed and it is
delivered within 4
weeks.
Help is available to
teachers when
technology
problems occur,
but the process
takes time (3-5
days).

Teachers may not

request
professional
development when
needed.
Help is not
available to
teachers when
technology
problems occur OR
help is available
but the process
takes over a week.

Manda Cawthon, Cynthia Dixon,

Victorie Penn, Sarah West
FRLT7232
Module 3 Task 2:Rubric for Assessing Technology Plans

Provides clear and

comprehensive
requirements.
Assessment of
telecommunication
services,
hardware,
software, and
other services
needed

Accessibility of
technology
resources
(ADA)

Plans for services

available and those
that are needed to
support technology
use (network,
computers, and
software).

Provides a detailed
plan for compliance
with the Americans
with Disabilities Act
that includes clear
procedures and
equipment
necessary.

Provides budget
summary estimate of
capital expenses
(hardware, software,
facilities,
infrastructure, staff
development, tech
support, etc.);
identifies possible
Budget alternative funding
resources.
Realistic and
consistent with plan
goals and objectives.

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.

Provides general
description of
hardware, software
and connectivity
standards and
requirements.

Assessment is
absent or provides
little or vague
information on
support needed.

Describes some of
the existing
learning
environments and
vaguely describes
those to be created

Provides a plan for

compliance with
the Americans with
Disabilities Act, but
procedures and
equipment
necessary may be
insufficient or
unclear.

Provides an
unclear or vague
plan or reference to
the American
Disabilities Act with
procedures and
equipment missing.

Does not address

the Americans with
Disabilities Act.

Provides most, but

not all of the
budget estimate
information.

Does not provide a

budget relevant to
plan goals.

Vague or little
information is
provided.

Appears to be
generally
consistent with plan
goals.

Estimates appear
incongruent with
plan or unrealistic.

Manda Cawthon, Cynthia Dixon,

Victorie Penn, Sarah West
FRLT7232
Module 3 Task 2:Rubric for Assessing Technology Plans

The monitoring
process for the plan
is described with
detail.
The process includes
Ongoing
specific methods of
Evaluation
evaluation to ensure
that the plans goals
are being met at
various points in the
implementation of the
plan.

The monitoring
process is
described with
detail.

The monitoring
process is
described without
details.

The process
includes less
specific methods of
evaluation of the
goals being met.

Methods of
evaluation are not
included and goals
are not mentioned./

The monitoring
process for the
plan is not included
at all.