These progress guidelines integrate the state and federal (Technology Literacy Challenge Fund (TLCF) and Federal Communication Commission (FCC)) criteria that will be used to review district technology plans in the peer review process. The progress guidelines are: Beginning, Emerging, Advancing, and Exceeding. To ensure a school district’s eligibility for state and federal technology programs the district’s technology plan must meet at a minimum the progress guidelines listed in the emerging category.

 

Components

Exceeding

Advancing

Emerging

Beginning

1.	Table of Contents	A listing of all technology plan components with corresponding page numbers which show how the technology plan is organized and where the blueprint criteria are addressed.				Incomplete or missing.
2.	Acknowledgments and Stakeholder Involvement	Stakeholder participation in the planning, development, implementation, and assessment of the technology plan includes a strong representation from all sections of the education and wider community.     An explanation is provided of how parents, public libraries, business and community leaders, and adult literacy providers are included on an on-going basis.	Stakeholder participation in the planning, development, and implementation of the technology plan includes a representative cross section of the education and wider community.*     An explanation is provided of how parents, public libraries, business and community leaders, and adult literacy providers are included.	Stakeholder participation in the planning and development of the technology plan is limited to traditional members of the educational community.*     An explanation is provided of how parents, public libraries, business and community leaders, and adult literacy providers are included.		Stakeholder participation was not evident in the development of the technology plan.
3.	District/Community Profile	The district/community profile provides the reader with a clear detailed, documented picture of the size, location, history, culture, economic status, student, staff and community demographics.     The profile highlights the attributes and challenges of the district and of the community as a whole.     The poverty level is documented and certifiable.	The district/community profile provides the reader with a clear documented picture of the size, location, history, culture, economic status, student, staff and community demographics.     Limited information is highlighted on the attributes and challenges of the district and community as a whole.     The poverty level is documented and certifiable.	The district/community profile provides the reader with an incomplete picture of the size, location, history, culture, economic status, student, staff and community demographics.     Information is not provided on the attributes and challenges of the district and community as a whole.     The poverty level is documented and certifiable.		The district/community profile is missing or does not state the poverty level of the district.
4.	Executive Summary	An abstract of the Technology Plan. Used to entice audiences to read further and/or for audiences who need an overview of the plan.			This component of the plan is missing or incomplete.
5.	Vision	The vision captures the district and communities ideal preferred future (scenario) of technology’s role in promoting educational excellence and opportunity for all learners.     All stakeholder groups were actively involved in the development.	The vision provides some evidence of incorporating the district and community’s preferred future (scenario) of technology’s role in promoting educational excellence and opportunity for all learners.     Some stakeholder groups were involved in the development.	The vision provides an unclear picture (no scenario) of the district and community’s preferred future of technology’s role in promoting educational excellence and opportunity for all learners.     Limited stakeholder groups were involved in the developments.		This component of the plan is missing.
6.	Connecting to the Illinois Learning Standards & School Improvement Initiatives	The district technology plan is clearly aligned and shows linkages to all appropriate state and federal programs, district/state learning standards and the school improvement plan.	The district technology plan shows linkages to some state and federal programs, district/state learning standards and the school improvement plan.	The district technology plan shows linkages to at least one state and federal program and either the district/state learning standards or the school improvement plan.		This component of the plan is missing or shows no linkage to other programs.
7a.	Closing the Gap: Getting from Here to There Gap Analysis to Determine the Gap Between the Current Reality and the Vision	Data are utilized from multiple and varied assessments which may include the District Technology and Learning "Report Card".     The plan provides a detailed (4 areas and sub-areas) gap analysis that illustrates the gap between the current reality and the district’s vision.	Data are utilized from limited assessments and may include the District Technology and Learning "Report Card".     The plan provides a complete (4 areas addressed) gap analysis that addresses the gap between the current reality and the district’s vision.	Assessment data are present but not utilized.     The plan provides an incomplete gap analysis of the gap (4 areas not addressed) between the current reality and the district’s vision.		This component of the plan is missing or incomplete.
8a.	Community Involvement	Goals and strategies include timeframe, person responsible, estimated cost and funding source.     Goals and strategies clearly relate to identified gaps/ needs and indicate strategies to bring community members into a more active role in the educational process to provide community benefits and to establish and maintain heightened community awareness of why technology is important for today’s learners.	Goals and strategies include timeframe, person responsible, estimated cost and funding source.     Goals and strategies relate to some identified gaps/ needs and provide community benefits and to establish and maintain heightened community awareness of why technology is important for today’s learners.	Goals and strategies include time frame but no mention of person responsible, estimated cost or funding source.     The relation to identified gaps/needs is unclear, however community benefits and awareness strategies are present.		This component of the plan is missing or incomplete.
8b.	Engaged Learning	Goals and strategies include timeframe, person responsible, estimated cost and funding source.     Goals and strategies clearly relate to identified gaps/ needs.     The strategies provide for full implementation of engaged learning (based on the indicators) and the Six Essential Learnings.	Goals and strategies include timeframe, person responsible, estimated cost, and funding source.     Goals and strategies relate to some identified gaps/ needs.     The strategies provide for partial implementation of engaged learning (based on the indicators) and the Six Essential Learnings.	Goals and strategies include time frame but no mention of person responsible, estimated cost or funding source.     Goals and strategies are not related to gaps/needs, however gap/needs are identified.     Strategies provide for limited implementation of engaged learning (based on the indicators) and the Six Essential Learnings.		This component of the plan is missing or incomplete.
8c.	Professional Development	Goals and strategies include timeframe, person responsible, estimated cost and funding source.     Goals and strategies clearly relate to identified gaps/ needs.     The plan supports professional development that targets teachers, administrators and school library/ media personnel.     A list of the source or sources of ongoing training and technical assistance is provided.     Strategies include all of the following elements: innovative instructional practices, engages teachers in new curricular designs, explores new assessment techniques and encourages new dimensions for learning through technology and telecommunications.	Goals and strategies include timeframe, person responsible, estimated cost and funding source.     Goals and strategies relate to some identified gaps/ needs.     The plan supports professional development that targets teachers, administrators and school library/ media personnel.     A list of the source or sources of ongoing training and technical assistance is provided.     Strategies include two or more of the following elements: innovative instructional practices, engages teachers in new curricular designs, explores new assessment techniques and encourages new dimensions for learning through technology and telecommunications.	Goals and strategies include time frame but no mention of person responsible, estimated cost or funding source.     Goals and strategies are not related to gaps/needs, however gap/needs are identified.     The plan supports professional development that targets teachers, administrators and school library/ media personnel.     A list of the source or sources of ongoing training and technical assistance is provided.     Strategies include at least one of the following elements: innovative instructional practices, engages teachers in new curricular designs, explores new assessment techniques and encourages new dimensions for learning through technology and telecommunications.		This component of the plan is missing or incomplete.
8d.	Technology Deployment and Sustainability	Goals and strategies include timeframe, person responsible, estimated cost and funding source.     Goals and strategies clearly relate to identified gaps/ needs.     Inventory of equipment is provided by location.     Inventory of instructional software is provided by location.     Inventory of network and application software is provided by location.     Interoperability and redeployment of old and new equipment and software has been analyzed, addressed and solved.     The plan has an evaluation and analysis provision in place to allow for updates and future technology purchases (hardware, software and connectivity supplies).     Assessment of the current electrical capacity and any proposed updates is clear and comprehensive to support current and future computers and peripheral equipment.   The plan includes a detailed infrastructure design for the district.   The plan addresses technical support.	Goals and strategies include timeframe, person responsible, estimated cost and funding source.     Goals and strategies relate to some identified gaps/ needs.     Inventory of equipment is provided by location.     Inventory of instructional software is provided by location.     Inventory of network and application software is provided by location.     Interoperability and redeployment of old and new equipment and software has been analyzed and addressed.     The plan has an evaluation and analysis provision in place to allow for updates and future technology purchases (hardware, software and connectivity supplies).     Assessment of the current electrical capacity and any proposed updates is clear and comprehensive to support current and future computers and peripheral equipment.     The plan includes a detailed infrastructure design for the district.     The plan addresses technical support.	Goals and strategies include timeframe but no mention of person responsible, estimated cost or funding source.     Goals and strategies are not related to gaps/needs, however gap/needs are identified.     Inventory of equipment is provided by location.     Inventory of instructional software is provided by location.     Inventory of network and application software is provided by location.     Interoperability and redeployment of old and new equipment and software has been analyzed.     The plan has an evaluation and analysis provision in place to allow for updates and future technology purchases (hardware, software and connectivity supplies).     Assessment of the current electrical capacity and any proposed updates is clear and comprehensive to support current and future computers and peripheral equipment.     The plan includes a detailed infrastructure design for the district.     The plan addresses technical support.		This component of the plan is missing or incomplete.
9.	Assessment/Evaluation	The plan clearly identifies expected results/success indicators for each goal.     Most (four or more) of the qualities of effective evaluation and assessment are identified. Quantitative and qualitative measures are used.     A process for on-going evaluation for how technologies acquired will be integrated into the school curriculum and will affect student achievement and progress toward meeting federal and state standards.	The plan clearly identifies expected results/success indicators for each goal.     Some (two-three) qualities of effective evaluation and assessment are identified.     A process for on-going evaluation for how technologies acquired will be integrated into the school curriculum and will affect student achievement and progress toward meeting federal and state standards.	The plan has vague expected results/success indicators for each goal.     Limited (at least one) qualities for effective evaluation and assessment are identified.     A process for on-going evaluation for how technologies acquired will be integrated into the school curriculum and will affect student achievement and progress toward meeting federal and state standards.		This component of the plan is missing or incomplete.
10.	District Policies and Procedures	The plan has a clear process for review/adoption of district policies, procedures, and guidelines including coordination with state and federal policies and procedures.     Detailed documentation is provided.	The plan has a clear process for review/adoption of district policies, procedures, and guidelines including coordination with state and federal policies and procedures.     Limited documentation is provided.	The plan has a vague process for review/adoption of district policies, procedures and guidelines.     No documentation is provided.		This component of the plan is missing or incomplete.
11.	Communication and Marketing Plan	Strategies for marketing the role of technology within the community include a wide variety of media* (written correspondence, town meeting, on-line communication, open house).     Communication with the community includes a strong representation from all sections of the education and wider community.	Strategies for marketing the role of technology within the community include at least two media* (written correspondence, town meeting, on-line communication, open house).     Communications with the community includes a representative cross section of the education and wider community.	Strategies for marketing the role of technology within the community are limited one medium* (written correspondence, town meeting, on-line communication, open house, etc.).     Communications with the community is limited to the traditional educational community.		This component of the plan is missing or incomplete.
12.	Timeline	The timeline is well defined for a minimum of three years/phases and attainable.     It includes a summary list of major strategies for each year/phase of the plan.	The timeline is well defined for a minimum of three years/phases and attainable.     It contains a summary list of some strategies for each year/phase of the plan.	The timeline lacks clarity but is defined for a minimum of three years/phases and unrealistic.     It is missing a summary list of strategies.		This component of the plan is missing.
13.	Budget/Financial Plan	The overall budget reflects the priorities established in the plan.     The budget plan details estimated costs and funding source for all phases and coordination with other school improvement initiatives.     The budget is realistic and provides evidence of sustainability.	The overall budget reflects some of the priorities established in the plan.     The budget plan details estimated costs for all phases. The plan provides some information for funding sources and coordination with other school improvement initiatives.	The plan contains a budget that addresses all phases.     The budget contains little information about funding sources and coordination with other school improvement initiatives.		This component of the plan is missing or incomplete.
14.	Appendices	Appendices which define terms, gap analysis, district/school technology inventory, hardware inventory, internal connections, professional development assessment, electrical capacity of building(s), artifacts (notes from meetings, press releases, community fairs, etc.), and any other documents referenced in the technology plan.			Missing or not adequate to support planning sections.

Blueprint: A document that supports school districts as they work with their communities in designing a plan for improving learning and bringing new opportunities to communities through technology and telecommunications.

Collaborative Inquiry: A basic belief in teachers’ ability to formulate valid questions about their own practice and to pursue objective answers to those questions.

Components: The contents of a district’s technology plan that enables them to meet state and Federal requirements.

Criteria: State and Federal (TLCF and FCC) requirements.

Current Reality: The district’s current status with technology, based on an analysis of data collected from a variety of instruments.

District Technology & Learning Report Card:

 

Administrative Readiness: The level of interest, involvement and commitment to technology and learning demonstrated by the administration.

 

 

Budget Support: The degree of available financial support for technology.

 

 

Collective Vision: The widespread commitment to skills and practices possible only with technology.

 

 

Community Benefits: The access and usefulness of technology investments for the community.

 

 

Community Readiness: The level of interest, involvement and commitment to technology and learning demonstrated by the community.

 

 

Connectivity: The universal access to local and global resources by students and staff.

 

 

Equitable Opportunities: The practice of defining and providing learning experiences with technology for ALL students.

 

 

Facilities: The structural, mechanical and electronic capacity of buildings to utilize technology.

 

 

Home/School Connection: The understanding and capacity for communication and collaboration between home and school.

 

 

Innovators: The visible presence of "trailblazers" who are providing curriculum models of success.

 

 

Policies & Procedures: A systemic approach for technology usage, decisions and issues.

 

 

Purchasing Decisions: A systemic, cost efficient process tied to instructional needs.

 

 

Software: A measure of appropriate quality software to support engaged learning.

 

 

Staff Development Program: The strategies and methods used to support emerging learning and working practices.

 

 

Staff Development: The percentage of staff with adequate training and support for connecting technology uses to working and learning.

 

 

Staff Readiness: The level of interest, involvement and commitment to technology and learning demonstrated by the staff.

 

 

Student Readiness: The level of interest, involvement and commitment to technology and learning demonstrated by the students.

 

 

Technical Support: The availability of software and hardware support when needed.

 

 

Technology & Learning Practices: The movement from literacy uses to engaged learning uses.

 

 

Technology Leadership: The systemic guidance and support of technology uses for learning goals.

 

 

Tool Capacity: The range of technology tools used as well as their capacity for high performance.

 

 

Ubiquitous Access: The availability and organization of technology tools around learning and working needs.

 

Educational Community: Students, teachers, staff, administrators, parents, and representatives of educational organizations e.g., PTA/PTO, LSC, School Board, employees.

Equitable Access: Equal access to the technology tools and initiative.

Expected Results: Articulated and meaningful goals representing what will be changed or different.

Gap: The difference between the current reality and the district’s vision for technology, based on data analysis from a variety of instruments.

Goal: A broad, general statement for closing the gap area, complete with timeframe. Goals are the achievement or milestones you reach as you make your way to your ultimate vision.

Guiding Elements: A description/explanation of each component of the plan to assist districts in meeting the criteria outlined in the blueprint.

Peer Review: A process which allows representatives of the local technology team to present their technology plan to a panel made up of an expert and tech team members from at least two local schools.

Phase: A segment of time to be determined by the district based on variables (funding, technology, deployment, professional development, etc.).

Progress Guidelines: The criteria used to determine at what level a district’s technology plan meets state and Federal requirements.

Reflective Questions: Questions that are posed to the local technology team during the Peer Review Process in support of the process used in the development of the plan.

Scenario: A story that articulates one’s perceptions about what might exist tomorrow.

Stakeholder: Anyone who has a vested interest in the operations and functions of a school district. This could be anyone in the geographic boundaries of the school district and include: taxpayers, business/industry/agricultural entities, cultural groups, service groups, special populations, and any other person or group who directly or indirectly pay for support of or use the services of the school district.

Strategy: An activity that leads to the accomplishment of the goal. Key milestones by which you will make and judge progress towards your destination (goal).

Success Indicators: Identified indicators telling what to look for when goals are achieved.

Technology Plan: A three to five year document that addresses all components of the Illinois State Board of Education’s School District Technology Plan Blueprint.

Timeframe: A specific period of time e.g., Jan 97-Feb 98.

Timeline: A composite of the timeframes with the corresponding strategies for all phases of the three to five year technology plan.

Vision: A Vision is a clear, unique, owned statement of the principles and beliefs of an organization. A Vision statement should be three to five sentences long and capture the community’s "ideal" preferred future. The Vision should be written in present tense and articulate the stakeholders key principles and beliefs.

Wider Community: Composed of representatives of community organizations, business, cultural institutions, institutions of higher education, adult literacy providers, public libraries and other community.

Guide.doc