iRubric: Rubric of Essential Technology Conditions (RETC)

edit print share Copy to my rubrics Bookmark test run assess... delete Do more...

Rubric of Essential Technology Conditions (RETC)

Rubric Code: P87BW2

By trplatt

Ready to use

Public Rubric

Subject: Education

Type: Assessment

Grade Levels: (none)

Technology Administration/ Support
	Beginning 1 pts	Progressing 2 pts	Significant Progress 3 pts	Proficient 4 pts
Vision Planning and Policy	Beginning Technological vision does not exist. Technological planning is not evident. Policies do not include technological concerns/uses.	Progressing Technological vision and planning aligns with district and state. Technological policies protect learners and provide access to learners while aligning with district and state vision and plan.	Significant Progress Technological vision and planning align with district and state plan and integrate into the school’s SIP process. Policies align with technological vision and plan and support equitable access for all learners.	Proficient Technology vision and plans are regularly reviewed and updated with staff. Policies align with technological vision and plan and support equitable access for all learners and opportunities for the community.
Technology Support	Beginning Limited technical support. Technical support response time greater than 24 hours.	Progressing Part-time school-based or agency support. Most technical support response time is less than 24 hours.	Significant Progress Full time school-based or agency support capable of trouble shooting basic network and hardware repair including assistive technologies. Technical support response time is less than 8 hours.	Proficient Full time school-based or agency support capable of trouble shooting basic network and hardware repair including assistive technologies. Technical support response time is less than 4 hours.
Instructional Technology Staffing	Beginning School or agency based instructional technology specialist not available.	Progressing Part time school or agency based instructional technology specialist.	Significant Progress Full time school or agency based instructional technology specialist.	Proficient Equivalent of full time school or agency based instructional technology specialist and additional staff with expertise in specialized areas of integration.
Budget	Beginning Line item budget exists for hardware/software purchases and professional development.	Progressing Line item budget for maintenance and new purchases of hardware and software with professional development support and opportunities.	Significant Progress Budget for hardware and software makes technology accessible to all students, professional development adequate staffing support, and ongoing costs.	Proficient Budget for hardware and software makes technology accessible to all students, professional development, sufficient staffing support, facilities (buildings), and other ongoing costs including investigation of new technologies.
Electronic Data Support Systems	Beginning A student information system is not in place or limited to tracking attendance, lunch and grading. Budget system exists Data is dealt with using various manual and technical means with no centralization or integration.	Progressing An assessment system is included in your data management system. Budget system is in place that automates the purchasing and inventory process. Some data is maintained in an enterprise-wide system and the system is used for selected task or reports.	Significant Progress An assessment system is included in your data management system Curriculum and lesson planning Budget system tracks the cash flow to school populations validating equitable access for all learners. A comprehensive data management system is in place but only used for selected level of improvement needs.	Proficient Curriculum and lesson planning. Budget system tracks the cash flow to individual learners validating equitable access for all learners. Data warehouse and analysis systems are in place and used regularly as part of ongoing evaluation and improvement. The systems are capable of and are being used for all levels of improvement tasks and reporting – school, district and state.
Funding	Beginning District, state and federal technology allotments only.	Progressing In addition to allotments, the district/school seeks grants and other funding sources such as bond funds, business partnerships, donations, foundations, and other local funds designated for technology facilitating the ability to meet enhanced technology needs and minimal instructional technology needs.	Significant Progress Successfully obtains funding from one source other than their allotment.	Proficient Successfully obtains funding from two or more sources other than their allotments.
Technology Capacity
	Beginning 1 pts	Progressing 2 pts	Significant Progress 3 pts	Proficient 4 pts
Student Technology Equipment Access	Beginning 10:1 ratio of students to computer equipment five years old or less. No Universal Access Stations (computer stations equipped with necessary hardware and software to meet the special needs of students with disabilities). No student access to computers after school.	Progressing No more than 10:1 ratio of students to computer equipment five years old or less. Universal Access technologies in place. Student access to computers for after-school care students or by special arrangement.	Significant Progress No more than 5:1 ratio of students to computer equipment four years old or less. Universal Access Stations limited to some classrooms and media center. Open after-school access to computers for all students 1-5 hours per week.	Proficient Every student has computer equipment three years old or less. Universal Access Stations available in all classrooms. Open after-school access to computer equipment for all students over 5 hours per week.
Teacher Technology Equipment	Beginning Dedicated, up-to-date teacher computer equipment. One set per 2 or more teachers. No refresh cycle.	Progressing Dedicated, up-to-date computer equipment for each teacher. Refresh cycle every 5 years.	Significant Progress Dedicated, up-to-date computer equipment for each teacher. Refresh cycle every 4 years.	Proficient Dedicated, up-to-date computer equipment for each teacher. Refresh cycle every 3 or fewer years.
Internet Access	Beginning Adequate connectivity to the Internet available to support web-based applications only on a few computers.	Progressing Direct connectivity to the Internet at the school and accessible in some rooms. Adequate distribution of bandwidth to the school to avoid most delays.	Significant Progress Direct connectivity to the Internet at the school and accessible in all rooms. Adequate bandwidth to each classroom over the LAN to avoid most delays.	Proficient Anywhere, anytime direct access to the Internet for any educationally relevant application.
Video Capacity	Beginning Video available in the classroom on magnetic or optical media. Media is available via classroom device such as VCR, or DVD player.	Progressing Capacity to schedule and distribute video over school network to the classroom. Capacity to receive via satellite or other devices specific to curriculum content and distribute programming to the classroom.	Significant Progress Capacity to schedule and distribute video over district or cable access network to the classroom. Two way interactive video conferencing used to connect schools.	Proficient Network-provided video on demand. Two-way interactive video conferencing used to connect to post-secondary institutions and other education providers.
Distance Learning	Beginning Shared access to one-way video and two-way audio.	Progressing Two-way video and audio in at least one classroom.	Significant Progress Two-way video and audio in more than one classroom.	Proficient Two-way video and audio in every student learning area provides access for all. Robust network allows interconnections with all other K-12 sites and post-secondary institutions. Web-based scheduling system allows sites to connect to one another without limitations.
LAN/WAN	Beginning Limited print/filesharing network at each school.	Progressing Most rooms connected to the LAN/WAN with student access. Minimum 10/100 hubbed network. Basic filtering software in use.	Significant Progress All rooms connected to the LAN/WAN with student access. Minimum 10/100 switched network. High-end servers serving applications at the school with a replacement cycle of 3 years. Filtering and virus protection software in use.	Proficient All rooms connected to the LAN/WAN with student access. Robust WAN with 100 MB/GB and/or fiber switched network that allows for resources. Infrastructure allows easy access to network resources for students and teachers including some wireless connectivity and remote access. Filtering, virus protection, and security measures, as well as disaster recovery plan in place.
Curriculum-based Tools	Beginning Limited access to some instructional equipment (i.e. televisions, VCR's, digital cameras, scanners, handhelds, programmable calculators). Tool-based software limited to word processing and spreadsheets.	Progressing Shared use of instructional equipment among groups of teachers. Tool-based software includes presentation, some graphics and concept mapping.	Significant Progress Instructional equipment assigned to each teacher/classroom including at least a computer with projection device, TV, VCR, or DVD. Tool-based software includes some multimedia authoring and video editing.	Proficient Fully equipped classrooms with all the technology infrastructure that is available to enhance student instruction, including all forms of software, digital cameras, scanners, handhelds, and other devices specific to content areas.
Educator Competencies/ Prof. Dev.
	Beginning 1 pts	Progressing 2 pts	Significant Progress 3 pts	Proficient 4 pts
Educator Use of Technology	Beginning Teachers use basic computer operations such as email and word processing programs. At least 25% meet Nebraska Educator Competencies and implement in the classroom.	Progressing Teachers use productivity tools to streamline administrative tasks (grades, attendance, lesson planning, etc.). At least 50% meet Nebraska Educator Competencies and implement in the classroom.	Significant Progress Teachers implement various instructional technology strategies that support diverse needs of learners (research, multimedia, presentations, simulations, distance learning, etc.). Teachers use various forms of technology to communicate with peers and parents. At least 75% meet Nebraska Educator Competencies and implement in the classroom.	Proficient Teachers use technology to develop new learning environments that are collaborative, interactive, and customized. Teachers explore and evaluate new technologies and their educational impact. At least 90-100% meet Nebraska Educator Competencies and implement in the classroom.
Leadership	Beginning Administrators: Have limited awareness of benefits and applications of technology in instruction. Lacks basic computer operations skills. Know and understand the Nebraska Administrator Competencies in Technology.	Progressing Administrators: Recognize benefits of technology in instruction for all students and supports use of technology in instruction. Expects teachers to use technology for administrative and classroom management tasks; routinely uses technology in some aspects of daily work. Apply the Nebraska Administrator Competencies in Technology.	Significant Progress Administrators: Expect use of technology and instruction for all students. Models use in daily work including communications, presentations, on-line collaborative projects and management tasks. Analyze and determine their proficiencies based upon the Nebraska Administrator Competencies in Technology.	Proficient Administrators: Plan budget support for training and expects use of technology in instruction for all students. Maintain awareness of emerging technologies. Ensure integration of appropriate technologies to maximize learning and teaching; involves and educates the school community around issues of technology integration. Make decisions and adjust behavior based upon the Nebraska Administrator Competencies in Technology.
Professional Development	Beginning 5% or less of technology budget allocated for professional development in technology-related training. No technology professional development plan in place or existing plan lacks defined progression toward district technology goals. Technology Professional development plan is not correlated to state and national technology competencies (ISTE/NETS, NECT, NSELT, NACT).	Progressing 6-24% of technology budget devoted to professional development in technology-related training. Technology professional development plan has some measurable correlation to district technology goals. Technology professional development plan provides some measurable correlation to state and/or national technology standards (ISTE/NETS, NECT, NSELT, NACT).	Significant Progress 25-29% of technology budget devoted to professional development in technology-related training. Technology professional development plan has clearly measurable correlation to district technology goals. Technology professional development plan provides significant measurable correlation to state and/or national technology standards (ISTE/NETS, NECT, NSELT, NACT).	Proficient 30% or more of technology budget devoted to professional development in technology-related training. Technology professional development plan has clearly measurable correlation to district technology goals and is evaluated and revised annually to ensure that district technology goals are met. Technology professional development plan provides significant measurable correlation to state and/or national technology standards and plan is revised annually to consider emerging technol
Models of Professional Development	Beginning Leader presents information to group of teachers.	Progressing Teachers participate in hands-on instruction and use acquired skills to develop an instructional product as a follow-up activity.	Significant Progress Majority of instructional staff participate in coaching, modeling of best practices, scaffolding, and school-based mentoring. Technology Professional Development includes requirement of classroom integration and student use of technology in the learning process. Professional development activities include a teacher and a student in a collaborative learning environment	Proficient Learning communities created among instructional staff to provide continuous coaching, modeling of best practices, and school-based mentoring. Additional professional development available any time, at any level, through a variety of delivery systems (e.g. distance learning, on-line course work, state and national conferences, outside consultants, etc.)
Use of Data Support System	Beginning Technology not used to review student assessment information.	Progressing Technology used infrequently to review student assessment information.	Significant Progress Technology frequently used to review student assessment information.	Proficient Technology regularly used to review student assessment information which results in needed changes in instruction.
Content of Technology Training	Beginning Teachers acquainted with basic technology operations (word processing, email, Internet navigation).	Progressing Teachers learn to use technology in the classroom (i.e. administration, management, and or presentation software; Internet as a research and instructional tool).	Significant Progress Teachers learn to use technology with curriculum/students (i.e. integration skills for creating learner-centered technology projects using Internet, applications, multimedia presentations, data collection, making accommodations with assistive technologies, etc.). Integration of technology into instructional strategies to improve teaching and learning.	Proficient Teachers learn about emerging technologies and their uses with curriculum/students (i.e., creation and communication of new technology-supported, student-centered projects). Integration of technology aligned with all content areas and grade levels. Technology training content supports growth toward national technology standards for teachers, administrators, and students.
Learners and Learning
	Beginning 1 pts	Progressing 2 pts	Significant Progress 3 pts	Proficient 4 pts
Student Use of Technology	Beginning Knowledge/Understanding: Infrequent use by students as a basic tool for drill and practice, and/or integrated learning labs for the purpose of identification, recollection, memorization, and review of basic facts.	Progressing Application: Frequent individual use by students to choose and use informational resources for the purpose of communication and demonstration of knowledge	Significant Progress Analysis/Synthesis: Students regularly use technology for working with peers and experts, evaluating information, analyzing data and content in order to formulate and solve problems. Students regularly use technology for evaluating individual progress.	Proficient Evaluation: Students regularly use technology for working collaboratively in communities of inquiry to propose, implement and assess solution to real world problems. Students regularly use technology for evaluating and analyzing their own assessment information to improve learning. Students regularly use technology to publish and effectively communicate their knowledge with the global community.
Technology Integration	Beginning Entry Level technology. Teacher-centered lectures. Teachers allow students to use technology to work on individual projects.	Progressing Adoption level of technology use in classroom. Teacher-directed learning. Teachers encourage students to use technology for cooperative projects in their own classrooms. Teachers use technology projects as an alternative form of assessment.	Significant Progress Adaptation/Appropriation level of technology use in classroom. Teachers facilitate communities of inquiry for students to collaborate with business and/or community members.	Proficient Innovation level of technology use in classroom. Student-centered learning. Teachers act as facilitators in collaboration with external entities to develop 21st century skills (e.g. national or international, business and/or educational communities). Technology is vital to all curriculum areas and integrated on a daily basis.
Available Technology Curriculum	Beginning Provides some structured instruction, experiences, modules or courses in technology utilization.	Progressing Provides a variety of technology courses/applications on different topics or at different levels to promote life-long learning.	Significant Progress Technology scope and sequence in place to fulfill Nebraska’s Student Essential Learnings in Technology. Offers at least one sequential program of study in an area of technology.	Proficient Offers multiple sequential programs of study in technology.
Community Connection	Beginning Minimal connection with parents and community through technology. Minimal initiatives to increase community technology literacy.	Progressing Basic communication with community utilizing technology. Offers a technology literacy program for parents and/or community (e.g. family tech night, websites, or videos). Partnering with business and/or community to offer job shadowing.	Significant Progress Partners with community to offer after hours training to parents/caregivers. Students assist in technology skills training parents and community in real-life skills. Business expertise brought to classroom.	Proficient Plays an active role the promotion of technology literacy within the local community. Provides outreach programs to promote collaboration between community, business and school. Students participate in a mentoring program with business and/or community members Business and community provide financial support and human resources.
Use of Technology in Learning	Beginning Educators understand the potential of technology in the learning process, however the focus remains on productivity.	Progressing Educators apply effective use of technology to the learning task and opportunities thus increasing productivity. Educators use technology as an extension of the learning experience	Significant Progress Educators provide a variety of technology resources and allow/facilitate student choice of technologies to accomplish their learning.	Proficient Educators facilitate effective use of technology in the learning process. Educators evaluate the impact of technology on the learning process and adjusts future learning experiences/opportunities accordingly.
Accountability
	Beginning 1 pts	Progressing 2 pts	Significant Progress 3 pts	Proficient 4 pts
Student Technology Learning	Beginning Up to 25% of students demonstrate proficiency in the Nebraska Student Essential Learnings in Technology.	Progressing At least 25% of students demonstrate proficiency in the Nebraska Student Essential Learnings in Technology.	Significant Progress At least 50% of students demonstrate proficiency in the Nebraska Student Essential Learnings in Technology.	Proficient At least 75% of students demonstrate proficiency in the Nebraska Student Essential Learnings in Technology.
Administrator Technology Competency	Beginning Administrators know and understand the Nebraska Administrator Competencies in Technology.	Progressing Administrators apply the Nebraska Administrator Competencies in Technology in their professional responsibilities.	Significant Progress Administrators analyze and determine their proficiencies based upon the Nebraska Administrator Competencies in Technology.	Proficient Administrators make decisions and adjust behaviors based upon the Nebraska Administrator Competencies in Technology.
Teacher Technology Competency	Beginning Up to 25% of educators demonstrate proficiency in the Nebraska Educator Competencies in Technology.	Progressing At least 25% of educators demonstrate proficiency in the Nebraska Educator Competencies in Technology.	Significant Progress At least 50% of educators demonstrate proficiency in the Nebraska Educator Competencies in Technology.	Proficient At least 75% of educators demonstrate proficiency in the Nebraska Educator Competencies in Technology.

Subjects:

Education

Types:

Assessment

Discuss this rubric