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Technology Planning Services

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Technology Planning Tools

Technology Maturity Model

The Technology Maturity Model (TMM) is a comprehensive methodology for the development

of processes and products to empower your institution through the use of technology. The

methodology is composed of the Improvement Cycle and the Maturity Indicators. The

development of the TMM is in response to the ever increasing resources allocated to the use

of technology. Institutions have consistently under estimated the impact of technology. The

results of this miscalculation are five challenges:

1. Vision: Developing a vision for powerful teaching and learning.

2. Planning: Establishing a planning process for technology use.

3. Support: Implementing required support systems, including staff development.

4. Literacy: Understanding the technology.

5. Communication: Supporting required communication/collaboration.

The TMM addresses these five challenges. The two primary components of the TMM are

derived from the requirement to define both processes and products in a manner that reflects

the best practice. The established culture of many institutions is to produce documents, not

results. The lack of commitment to action, as a result of planning, undermines a culture of

thoughtful planning and measured improvement.

The TMM defines specific steps and products that assure goals and objectives defined in the

technology plan are translated into projects. The TMM is composed of:

1. Improvement Cycle

2. Planning Phases

3. Spiral Refinement

4. Concurrent Planning and Improvement

5. Comprehensive Planning

6. Maturity Indicators

7. Assessment Instruments

8. Benchmarks

9. Plan Analysis

The Improvement Cycle prescribes a process for continuous improvement. The development

of the technology use plan (TUP) is a product of the first phase (Assessment Phase) of the

Improvement Cycle and provides the conceptual framework for the entire process. The

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Improvement Phases define the activities, sources of information, products and tools for each

phase.

The completeness of the Maturity Model can be an obstacle for committees just beginning a

formal planning process. The committee may face practical limits on resource availability,

especially committee member time constraints. Spiral Refinement is an approach to

implementing just the most essential elements of the Improvement Cycle initially. With each

iteration of the Improvement Cycle expertise is built and the products are more complete.

Concurrent Planning describes how planning can, and generally should, be undertaken at all

levels of the institution concurrently. Planning, and the improvement projects that result from

planning, will proceed at different locations and even in different departments at a varied

pace. Highly motivated planning units should proceed as expeditiously as their capability

warrants. The unifying elements are: vision, objectives, process and the Maturity Indicators,

supporting projects and assessment.

Comprehensive Planning describes how to unify related planning efforts into a comprehensive

framework. Many districts have a strategic plan and well articulated goals and objectives. The

TUP plan, as well as school improvement plans, should leverage the Strategic Plan's work. In

a well coordinated environment, each planning effort augments the other but does not

duplicate the effort.

The Maturity Indicators define criteria to assess the availability of resources and adherence to

their appropriate use that together indicate higher levels of maturity. The Maturity Indicators

provide feedback to the committee, decision makers and the stake holders.

TMM IndexTMM | Improvement Cycle | Planning Phases | Spiral Refinement

Concurrent Planning and Improvement | Comprehensive Planning | Maturity Indicators | Assessment Instruments | Benchmarks | Plan Analysis

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Edmin.com - Technology Planning

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EDmin is here to help you plan for the future of your educational institution or business.

Technology planning can be a frustrating and confusing task; our EDucational Services &

Planning Department is a full service provider of high performance planning. We have over a

decade of award winning service and products. Our Technology Maturity Model is the most

widely adopted planning methodology in K-12 education.


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“Planning for High Performance Learning”

EDmin.com is a nationally recognized leader in Technology Use Planning. Our Technology

Maturity Model has been adopted and endorsed by leading professional societies, state

departments of education, government organizations, and has been used by thousands of

districts nation-wide.

Student learning standards and data driven decision-making are at the heart of the

Technology Maturity Model. We begin by conducting professional needs assessments based

on standards in the areas of curriculum, professional development, and infrastructure. Goals,

objectives, and projects can then be developed. We then work to optimize and plan funding

and budgeting. Throughout the entire planning process, monitoring and evaluation occur are

planned for and occur at multiple levels, creating an ongoing spiral of planning,

implementation, and evaluation.

Our comprehensive planning services include:

● Review and analysis of existing Technology Plans

● Professional Needs Assessments

● Write comprehensive technology plans

● Plan and facilitate committee meetings

● Generate expert technology recommendations

● Optimize funding and budgeting

● Design effective implementation strategies

● Plan accountability measures, including District Report Cards

● Tech Use Papers

● Tech Planning Resources

● Articles

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EDmin.com provides full grant application services, including E-Rate. Let us help you identify

and apply for funding sources to meet your technology use goals.

Our federal E-Rate expertise spans the entire three years of the program, with applications

totaling approximately $50 million. EDmin's E-Rate grants averaged over $800,000, while the

nation-wide average was less than $62,000 for the same funding year.

E-Rate services include the following

❍ Determine district and school requirements

❍ Assist with the bidding process

❍ File all E-Rate forms

❍ Follow up with Schools and Libraries Division

❍ Track vendor services and discounts

❍ Carry out the appeals process


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EDmin: Technology Planning - TechBuilder

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EDmin: Improvement Cycle

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Improvement Cycle

The Improvement Cycle defines activities and products required for integrating technology for

maximum benefit to the organization. This Improvement Cycle is distinctive in that the

development of the technology plan is recognized as a beginning rather than a conclusion to

the planning process. Organizations commit considerable resources to the development of

plans, yet are frustrated with the lack of tangible benefits. Common flaws in planning are:

● Limited stake holder involvement in process

● Poor communication between committee members and stake holders

● Technology plan tries to accomplish everything

● Technology planning process is underemphasized

● The planning process ends with the development of the plan

● Improvement projects are too narrowly defined

● Assessment of outcomes is poor or non-existent

● Estimated budgets are not comprehensive

● Projects and budgets are defined based on specific products rather than capabilities

● Data gathered is not representative

● Little or no linkage to other planning efforts exists




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EDmin: Planning Phases

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Planning Phases

Four planning phases are identified in the Improvement Cycle:

1. Organizational Phase

2. Assessment Phase

3. Formulation Phase

4. Implementation Phase

Organizational Phase

The Organizational Phase is the period of time used to form the committee charter and

structure.

Activities

● Select committee

● Develop committee charter

● Research/investigate to build expertise

● Establish time line for planning

● Establish a budget for planning

Sources of Information

● Governing body directives

● Previous charter

● Strategic planning resources

● Related planning efforts

Products

● Committee charter

● Budget

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● Time line for planning

Organizational Phase Tools

The Technology Use Plan Tools Appendix contains surveys, resource lists, references and

instruments that you may find helpful in proceeding with your technology assessment,

formulation and implementation. These same tools are available on this web site at the Tech

Planning Toolbox. The following matrix suggests how each can contribute to your efforts.

Tool Used Description

Committee Membership/Stake holder

Representation

Located in the workbook. Identifies who

should be on the technology planning

committee.

Technology Plan Time Line

Located in the workbook. Identifies a

realistic time line for the technology

planning committee's work and specific

activities.

Technology Maturity Model Planning

Process

Located in the workbook. Identifies the

phases for implementing a sustainable

model for use of technology.

Organizational Phase ActivitiesIdentifies activities to be accomplished

during Organizational Phase.

Rubric for Technology Planning

Located in the workbook. Identifies criteria

for developing a successful technology

plan.

Electronic Tools

Members of the committee must have

access to a common set of electronic

tools. These electronic tools should

include: e-mail, spreadsheet, word

processor, presentation software, Internet

access, and a drawing program

Planning Phases Index


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Assessment Phase

Assessment Phase is the period of time allocated to understanding what the plan is to achieve

and the evaluation of prior activities. The plan is developed and submitted for approval.

Activities

● Continue to build committee expertise

● Begin to describe shared vision

● Identify methodology for assessment

● Develop surveys for data collection

● Technology maturity model survey

● Teacher technology survey

● School/classroom resource survey

● Summarize and analyze data

● Develop recommendations

● Identify projects.

● Produce estimated budgets

● Submit technology plan for approval


● Charter and organizational information from Organization Phase

● Strategic Plan from strategic planning effort

● Previous technology plan

● Assessment data from prior assessments

● Assessment instruments

● Project status reports from prior Implementation Phase

● Approvals and directives from prior planning

Products

● Technology Plan

● Assessment data

● Revised Standards and Models for technology use

Assessment Phase Tools

The Assessment Phase Tools can be used effectively to get a good idea of how planning is

progressing. The following matrix suggests ways that these tools can assist you.




Assessment Phase Activities

Located in the workbook. Identifies

activities to be accomplished during

Assessment Phase.

Technology Plan Time Line

Located in the workbook. Identifies a

realistic time line for the technology

planning committee's work and specific

activities.

Technology Maturity Model Rubric


for assessment of existing state of

technology maturity

Technology Surveys and Interview Guides

Located in this appendix. Suggests

questions to be addressed with each

constituency.

Teacher Technology Survey

Located in this appendix. Suggests

questions to identify present utilization of

technology; the level of awareness of

technology in general, the level of training

and the prospect for use of technology to

improve instruction.

Technology Resource Survey

Located in this appendix. Used to identify

the availability of technology within every

learning environment.

Rubric for Technology Planning


for developing a successful technology

plan.

Tools For an Electronic Desktop For

Students

Located in this appendix. This matrix

provides some examples of criteria for

developing a electronic desktop.

Technology Plan Outline On DiskLocated in your kit. Contains an electronic

outline in MS-Word format.



Model Learning Environments

Located in the workbook. Assists in

determining specific technology standards

for several types of learning environments.

These models must be reviewed and

updated at least twice each year.

State StandardsLocated in the workbook. Assists in setting

standards for technology to be purchased.

Electronic Tools






access and a drawing program.

Problems/Concerns

Located in the appendix. Identifies typical

problems and concerns discovered during

the technology planning process.


Formulation Phase

Formulation Phase is the period of time allocated to identifying how the goals and objectives

are to be achieved. Costs, time lines and responsibilities are identified. Develop the projects.

Activities

● Projects approved for funding are prioritized

● Detail project descriptions are developed for approved projects

● Individuals essential to project are identified for involvement in detail planning and

review

● Time lines and budgets are developed

● Budget changes are approved, if necessary

● Tasks are assigned to individuals

● Project leaders are trained

● Final detail project plans are developed and approved




● Technology Plan from assessment phase

● Governing body approvals and directives

● Budgets as approved

● Standards for resource acquisition

Products

● Project detail plans and budgets

● Phase plans where projects exceed budget's year funding

● Criteria for acceptance of project

● Time lines and responsibilities

● Product selection, if required

● Authorization for purchase

Formulation Phase Tools

Formulation Phase tools are essential to any TUP effort. The following matrix of information

will tabulate a number of ways to get you started.


Formulation Phase Activities

Located in this appendix. Identifies


Formulation Phase


Process




Project Action PlanLocated in the workbook. Suggests a form

for developing a detailed plan.

State StandardsLocated in the workbook. Assists in setting










Electronic Tools








Implementation Phase

Implementation Phase applies allocated resources to achieve maximum benefits based on

costs, time lines and responsibilities derived from the formulation phase. Executing the plan.

Activities

● Bid specifications are developed based on project requirements

● Vendor project proposals are analyzed

● Vendor(s) is/are selected

● Project supervision and criteria for acceptance is established

● Personnel training is provided

● Project is evaluated and accepted


● Project plans as developed in the formulation phase

● Budgets as developed in the formulation phase

● Acceptance criteria

● Purchase authorizations

● Time lines and responsibilities

● Technology Plan

Products



● Actual budgets

● Documentation of variances from proposed project

● User training materials and system documentation

● Recommendations for enhancements and/or change requests

Implementation Phase Tools

The Implementation Phase Tools matrix below provides a number of ways to follow through

on this final step of the process.


Implementation Phase Activities

Located in this appendix. Identifies


Implementation Phase

Project Action Plan

Located in the workbook. Suggests a form

for developing a detailed plan. Used in the

Implementation Phase to manage

activities, resources and budgets.


Process




State Standards

Located in the workbook. Assists in setting


The State standards assist in development

of specifications for vendor work and the

selection of products.







Purchase decisions are made once a

model is accepted.



Electronic Tools










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EDmin: Spiral Refinement

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The Spiral Refinement Model

The Technology Maturity Model embraces a methodology for incremental change and

increasing sophistication called Spiral Refinement. Planning efforts, even when well

conceived, typically take multiple iterations to gain the breadth and depth associated with

higher levels of maturity.

The Technology Maturity Model is multidimensional. Not every dimension is equally important

to a particular institution. The TMM may be tailored, especially when initially applied, to focus

on areas of most urgent need. For example, the Planning Analysis Rubric contains 29

components for inclusion in a technology plan. Many technology plans may begin with as few

as 30% of the components. Once a planning process is underway and the necessary

resources are applied, each planning cycle builds upon the work of the last. In fact, less time

is taken with the planning and more time is associated with assessment and definition of

improvement projects.

The most important aspect of Spiral Refinement is that the complete Improvement Cycle is embraced. Each phase of improvement and the associated activities are performed. The technology committee shifts its focus from producing a plan to sustaining a culture of improvement.

Spiral Refinement Model Diagram

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EDmin: Spiral Refinement




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EDmin: Concurrent Planning

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Concurrent Planning of Maturity

The Improvement Cycle is designed to be able to be applied to institutional and site levels

concurrently. Although, typically, institutional planning provides the framework for site

planning, it is not uncommon for some sites to move more aggressively than the district in

formulation and implementation of plans. Most planning efforts require each organizational

entity to move in a lock-step manner. Ultimately, this slows the planning process to the pace

of the least capable organizational entity. The Improvement Cycle facilitates planning at

multiple levels of the organization and encourages high-capacity organizational entities to plan

and improve their capability at their optimum pace. The basis for Concurrent Planning is the

establishment of common criteria for planning and improvement. The criteria are:

● Shared vision

● Establishment of common process for planning and change

● Well defined objectives

● Common standards for assessment

● Organized independence




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EDmin: Planning

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Comprehensive Planning

Many educators often ask if the Technology Use Plan should be part of an existing planning

document, such as a Strategic Plan or School/Department Improvement Plan, or should be

one which stands on its own, separate but compelling. Agreement is not readily found among

experts. Some argue that in order to truly integrate technology into the teaching and learning

process, planning must occur as part of the educational improvement process. Others will

argue that when completely integrated, technology does not receive the attention it needs to

make a systemic impact and much time is lost in the details of the other improvement and

curriculum efforts.

Experts do agree, however, that good educational planning is both time and resource

intensive if it is to be successful. Without a thorough planning process that engages a broad

cross section of stake holders, the product will likely generate little support, making

implementation difficult or impossible.

With educational resources at a premium, the reconciliation of this dilemma is important to

ensure that educational organizations are not creating "yet another plan" that is disconnected

from other planning efforts in the organization. The Technology Maturity Model embraces this

dilemma to ensure that scarce resources are not encumbered on unnecessary planning

efforts, but provide the specificity to be effective.

Two overarching dimensions of planning are the foundation of the Technology Maturity Model

and are common to virtually all planning: planning processes and planning products. The

Improvement Cycle component of the TMM describes processes that can be used to support

planning for virtually any organizational activity. Similarly, the products of the Improvement

Cycle and, specifically, the components of the Technology Use Plan identify elements that are

commonly found in all plans.

The products of planning efforts can contribute significantly to other planning efforts and,

when appropriately considered, should be included directly into the connected planning

documents. These connections build strategic alliances within the organization, providing a

strong foundation for success. The following matrix identifies plan components from a

Strategic Plan, School Improvement Plan, and a Technology Use Plan and how each

correspond to the other.

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EDmin: Planning




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EDmin: Benchmarks

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Technology Maturity Benchmarks

The Technology Maturity Benchmarks are based on criteria identified in the Technology

Maturity Model and the Stages of Technology. The purpose of this benchmark is to link the

technology resources to their use in every learning environment. In this way, the existing level

of support for students, teachers and support staff can be determined. The premise is founded

on the theory that both resource availability and behavioral changes are required to improve

educational outcomes.

The Maturity Model relates to four benchmark stages:

1) The Emergent Stage

2) The Islands Stage

3) The Integrated Stage

4) The Intelligent Stage

It is not sufficient to just acquire technology with the hope it will become used as an essential

part of a student's learning environment. The educational institution, with this benchmark, will

be able to assess the progress toward technological maturity over time.

Stages of Technology Use

The Emergent Systems Stage is characterized by:

● Lack of formal support when using computing technology for instruction

● No formal plans, policies or procedures exist to ensure the efficient and appropriate

acquisition or use of technology throughout the Institution

● Computers are used sporadically throughout the Institution

● Institution wide coordination to ensure grade level and program level access is absent

● Formal support for teacher training is minimal

The Islands of Technology Stage is characterized by:

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EDmin: Benchmarks

● Regular use of computers at one or more grade levels and program levels at each

school within the Institution on a regularly scheduled basis

● Formal plans, policies and procedures exist to facilitate the optimal use of technology

in both instructional and administrative areas throughout the Institution

● Institution sponsored and school sponsored training is available

● Technology has budgetary visibility at the Institutional level and school/program level

● The instructional delivery system is somewhat dependent on technology

The Integrated Systems Stage is characterized by:

● Regular planned access for students to technology as a means of instruction and a

focus of instruction

● Teachers' systems also support administrative functions, such as grading, attendance

and electronic mail

● Technology has a high budgetary visibility at the Institutional and school/program level

● Comprehensive plans, policies and procedures for instructional and administrative use

of technology are reviewed and revised regularly

● The Institution is an advocate of technology training for all personnel

● The instructional delivery system is very dependent on technology

The Intelligent Systems Stage is characterized by:

● Student access to technology as an indispensable component of instruction

● Every curriculum is augmented by intelligent learning systems

● Administrative functions are automated, integrated and paper less

● Student, teachers and stake holders have access to appropriate systems from home

● Technology is one of the three highest expenditures of Institution funds

● Technology planning is an integral part of Institution planning

● The systematic adoption of new technologies is ongoing

● Technology advocates at each organizational unit assist in the introduction of the new

technologies

● Instructional and administrative personnel are knowledgeable in the use of technology

Maturity Model Benchmarks Index

Maturity Model

The Maturity Model Benchmark Impact Table provides a means of analyzing the impact of

technology efforts on specific components of the organization. Five key areas of the

organization are identified: Administrative, Curricular, Support, Connectivity and Innovation.

Each area is an important ingredient in attaining high levels of technological maturity.


EDmin: Benchmarks

Technology projects can focus on a key area such as curriculum to achieve a specific

objective.

The five areas, taken one at a time, become an organizational filter. Each filter facilitates

drilling down into a specific area for analysis. The technology planner can evaluate

organizational strengths by each area and tune the application of resources to promote the

objectives of the technology plan.

Administrative Filter

The Administrative Filter is composed of Policy, Planning, Budget and Administrative

Information criteria. High levels of maturity in this area are most reflective of resource

availability and the behaviors of Administrators and Staff. This is indicated in the Maturity

model Impact table. Projects that focus on this area will impact Administrators and Staff the

most.

Curricular Filter

The Curricular Filter is composed of Curriculum Integration, Assessment, Teacher Use and

Student Use criteria. High levels of maturity in this area are most reflective of resource

availability and the behaviors of Teachers and Students. Teachers indicated in the Maturity

model Impact table. Projects that focus on this area will impact Teachers and Students the

most.

Support Filter

The Support Filter is composed of Stake holder Involvement, Administrative Support, Training,

and Technical; Infrastructure Support criteria. High levels of maturity in this area are most

reflective of resource availability and the behaviors of Teachers and Support Staff. Projects

that focus on this area will impact Teachers and Support Staff the most.

Connectivity Filter

The Connectivity Filter is composed of Local Area Networking, District Area Networking,

Internet Access and Communication Systems criteria. High levels of maturity in this area are

most reflective of resource availability and the behaviors of all segments of the institution,

including the community. Projects that focus on this area will impact all segments of the

institution.

Innovation Filter

The Innovation Filter is composed of New Technologies and Comprehensive Technologies

criteria. High levels of maturity in this area are most reflective of resource availability and the


EDmin: Benchmarks

behaviors of Teachers and Students. Projects that focus on this area will impact Teachers and

Students the most.




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EDmin: Assessment Instruments

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Assessment Instruments

The assessment of institutional effectiveness has become increasingly important Many states

have legislated requirements for assessment of student outcomes for continued funding. Over

90% of the respondents to a recent survey of educational administrators expected need for

assessment to maintain its current priority or increase in priority over the next three to five

years.

Used properly, the results of outcomes assessment can help your educational institution

identify where present strengths lie and where additional effort and resources should be

placed. External constituencies will be afforded proof that the institution is committed to

improvement and growth, that its efforts have been worthwhile, and that both the students and

the organization are progressing toward their respective goals. The TMM promotes ongoing

assessment processes. Findings from longitudinal assessment efforts tend to be more

accurate than one-time studies. They also have the capacity to demonstrate long term

changes and patterns of growth.

According to Kreider and Walleri, a multidimensional approach that uses both qualitative and

quantitative methods to measure development and assess institutional effectiveness is

essential. Simmons suggests a model incorporating:

● a review of institutional mission

● the evaluation of programs and curricula

● administrator and teacher evaluations

● facilities utilization studies

● longitudinal studies of students and alumni

● community impact studies

● financial and management audits

The Maturity Indicators follow this prescription by affording multiple dimensions of

assessment, combined with a longitudinal approach. One-time surveys are replaced with

ongoing assessment of every major area as part of a culture of continuous improvement and

successive refinement.

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EDmin: Assessment Instruments




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EDmin: Benchmarks

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Maturity Model Benchmarks

Taken from the Technology Use Planning Primer (Sibley & Kimball, 1997), the Maturity Model Benchmarks are

an important tool for any educator. The entire document is displayed below for convenient reference.

There are five sections to the Benchmarks. You may jump between sections using the following navigation aide

that is displayed here and after each part.

ADMINISTRATIVE | CURRICULAR | SUPPORT | CONNECTIVITY | INNOVATION

The Benchmarks are also available for download:an Adobe Acrobat PDF file: benchmarks.pdf (25kb).

Maturity Model Benchmarks: ADMINISTRATIVEAdministrative Filter

Category Type Emergent Islands Integrated Intelligent

Policy

Behavioral

Appropriate

technology

use is

considered,

but is informal

and

inconsistent.

Appropriate

technology use

is formalized,

but is mostly

ignored by

many in the

school.

Appropriate

technology use

is formalized

and embraced

in many parts

of the school.

Appropriate

technology use

policy is

formalized and

fully supported

at all levels of

the

organization.

Resource InfrastructureNo technology

policy exists.

Some policy

exists, loosely

articulated and

mostly

informal, with

no formal

approval.

Formal policy

exists, but is

not

comprehensive

in nature, or

has not been

approved by

the governing

body.

Comprehensive

policy exists

and has been

approved by

the

organization's

governing

body.

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EDmin: Benchmarks

Planning

Behavioral

Informal

planning

process,

isolated to

projects, and

is budget

driven.

Formal

planning takes

place, but is

isolated to

specific

projects with

some

connection to

other planning

efforts.

School wide

comprehensive

planning

receives

informal review,

and is

connected to

other planning

efforts.

School wide

comprehensive

planning with

formal

evaluation and

connected to

other planning

within the

school and

district.

Resource/Infrastructure Informal plan.

Formal plan

with isolated

implementation

and little or no

connection to

other planning

efforts.

Comprehensive

technology

plan that

receives

informal review

and some

connection to

planning

efforts.

Comprehensive

technology

plan with formal

evaluation and

connection to

planning in the

school and

district.

Budget

Behavioral

Some policy

exists, loosely

articulated

and mostly

informal with

no formal

approval.

Formal

technology

budgeting

process with

higher priority,

but with

relatively

simple

researching.

Technology

budgeting

process with

high priority.

Multiple

budgets

considered, but

long term

budgeting is

not.

Comprehensive

long term

budgeting for

the institution.

Multiple

budgets

including

upgrades, etc.

Resource Infrastructure

Little budget

allocated for

technology.

Specific

technology

budget

provided, but

other budgets

not considered

for technology.

Specific

technology

budget

provided in

addition to line

items in other

budgets.

Specific budget

provided in

addition to line

items in other

budgets for

long term

budget needs.

Administrative

Information

Behavioral

Administrative

systems are

utilized by few

staff, primarily

benefiting

administration.

Administrative

systems are

utilized by

many staff, but

are not

integrated into

regular

practice.

Administrative

systems are

utilized by most

staff, some

paper less

systems are in

place.

The daily use

of electronic

systems is

required for

support

activities.

Paper systems

are replaced.


EDmin: Benchmarks

Resource Infrastructure

Administrative

systems are

available to

administration

and/or a few

staff only.

Administrative

systems are

available to

many

administrators

and staff.

Administrative

systems are

available to

most

administrators

and staff.

Administrative

systems are

available to all

administrators

and staff

ADMINISTRATIVE | CURRICULAR | SUPPORT | CONNECTIVITY | INNOVATION | TOP of PAGE

Maturity Model Benchmarks: CURRICULARCurricular Filter


Electronic

Information

Behavioral

Staff and

students rarely

depend upon

electronic

resources and

use them

sporadically.

Students and

staff are

somewhat

dependent

upon

information

resources and

utilize them

often.

Students and staff

are very dependent

upon information

resources, and

utilize them

regularly.

Students and staff

are heavily

dependent upon

information

resources and use

them daily.

Resource

Infrastructure

Resources are

scarce, limited

to materials like

electronic

encyclopedias.

Few students

have access.

Resources are

beyond basic,

but lack depth

and are not

available to all

areas of the

school.

Resources are

fairly

comprehensive

providing depth or

diversity, but not

both. Access is

available to most.

Resources are

comprehensive

providing depth

and diversity. All

students have

regular access.

Assessment

Behavioral

Few staff and no

students use

technology for

assessment of

student work.

Used by many

of the staff and

some of the

students for

the

assessment of

work and self

assessment.

Used by most of

the staff and many

students for the

assessment of

work and self

assessment.

Technology is an

essential part of the

assessment

process for

students, teachers,

and parents.

Resource

Infrastructure

Electronic tools

are rarely used

for assessment

and are not

readily available.

Some

assessment

and reporting

tools are

available, with

a focus on

traditional

assessment

measures.

Many assessment

and reporting tools

are available , with

tools limited in

scope and

availability.

Fully integrated

assessment and

reporting tools are

available for

student and staff

use.


EDmin: Benchmarks

Curriculum

Integration

Behavioral

Some of the

technology is

used in the

curriculum on a

limited basis.

Curriculum

somewhat

dependent on

technology

and used in

multiple ways.

Curriculum very

technology

dependent and

used

comprehensively

throughout.

Technology and

related resources

are available for all

curricular areas.

Resource

Infrastructure

Technology is

limited to only a

few curricular

areas.

Technology

related

resources are

available for

some

curricular

areas.

Technology and

related resources

are available for

most curricular

areas.

Technology and

related resources

are available for all

curricular areas.

Teacher Use

Behavioral

Occasional use

by teachers for

curriculum

enrichment and

material

generation.

Regular use

by teachers,

but not

integrated into

daily work.

Daily use by

teachers for

administration and

curriculum.

Teacher's work not

possible without

technology.

Resource

Infrastructure

Few teachers

have access to

appropriate

technology in

their work area.

Some

teachers have

access to

appropriate

technology in

their work

area.

Most teachers have

access to

appropriate

technology in their

work area.

Every teacher has

access to

appropriate

technology in their

work area.

Student Use

Behavioral

Student use of

technology is

sporadic,

primarily for

remediation and

enrichment.

Students use

technology

often, but in

limited ways.

Students use

technology

frequently and

comprehensively,

but outcomes are

not dependent on

its use.

Students use

technology

frequently and

comprehensively,

and cannot meet

outcomes without

it.

Resource

Infrastructure

Few students

have consistent

and regular

access to

appropriate

technologies.

Some

students have

consistent and

regular access

to appropriate

technologies.

Most students have

consistent and

regular access to

appropriate

technologies.

All students have

consistent and

regular access to

appropriate

technologies.


Maturity Model Benchmarks: SUPPORTSupport Filter



EDmin: Benchmarks

Stake holder

Behavioral

Some of the

groups are

aware of the

planning and

implementation

process, but few

are engaged in

the process.

Many of the

groups are aware

of the planning

and

implementation

process, but few

are engaged in

the process.

Most of the

groups are

aware of the

planning and

implementation

process, and

many are

engaged in the

process.

All of the groups

are aware of the

planning and

implementation

process, and are

engaged in the

process.

Resource

Infrastructure

Few groups are

represented in

the planning and

implementation

process.

Many of the

groups are

represented in

the planning and

implementation

process.

Most of the

groups are

represented in

the planning and

implementation

process.

All of the groups

are represented

in the planning

and

implementation

process.

Administrative

Support

Behavioral

Support is

limited to

peripheral

discussion, but

no involvement.

Peripheral

involvement by

the

administration in

planning,

practice , and

implementation.

Ongoing

discussion with

the

administration.

Extensive

administration

involvement in

the planning,

practice and

implementation.

Resource

Infrastructure

No formal

administration,

time and support

allocated to the

planning and

implementation

process.

Little formal

administration,

time and support

allocated to the

planning and

implementation

process.

Some formal

administration,

time and support

allocated to the

planning and

implementation

process.

Significant formal

administration,

time and support

allocated to the

planning and

implementation

process.

Training

Behavioral

Few staff

participate in

technology

training

activities.

Many staff

participate in

technology

training activities.

Most staff

participate in

technology

training

activities.

All staff

participate in

technology

training activities.

and seek

additional

training.

Resource

Infrastructure

Limited formal

training.

Ongoing formal

training provided

by limited

personnel.

Ongoing teacher

training provided

by site and

district

resources.

Training at all

levels of the

organization, with

area experts in

each building.

Technical &

Behavioral

Few staff utilize

formal and

informal support.

Many staff utilize

formal and

informal support.

Most staff utilize

formal and

informal support.

All staff utilize

formal and

informal support.,

to find help

efficiently.


EDmin: Benchmarks

Infrastructure

Resource

Infrastructure

No formal

technical

assistance.

Users are on

their own to find

help.

Limited formal

technical

assistance,

usually a mentor,

teacher,

consultant. etc.

Formal technical

assistance

provided through

staff release

time, hired help,

and/or formal

district support.

Full-time

personnel to

address all

technical support

needs.


Maturity Model Benchmarks: CONNECTIVITYConnectivity Filter


Local Area

Networking

Behavioral

Staff and

students use

available

network

sporadically,

usually only for

print sharing and

limited data.

Staff and

students use

available

networks often,

but use is

unsophisticated

and limited.

Staff use is

limited to data,

but is

extensive and

sophisticated.

Staff use available

WAN services for

video, voice, and

sophisticated data

needs.

Resource

Infrastructure

No networking in

place, or limited,

slow speed

networking for

print sharing.

High-speed

networking,

limited to

isolated areas.

High-speed

networking

with access to

all working

environments.

Networking

comprehensive

sand expandable

for data, voice,

and video.

District Area

Networking

Behavioral

Little or no use

of area services

exists.

Staff use district

services often,

but in very

traditional and

basic manners.

Staff use is

limited to data,

but is

extensive and

sophisticated.

Staff use available

WAN services for

video, voice, and

sophisticated data

needs.

Resource

Infrastructure

Little or no

district area

networking

infrastructure,

with little or no

applications and

available data.

Limited district-

area networking

through dial-up

services or

dedicated lines.

Applications and

data are limited.

District area

networking

infrastructure

with dedicated,

high speed

lines, several

data services

are available.

Comprehensive

network services

with high-speed

lines, voice, video,

and data capacity.

data services

available.


EDmin: Benchmarks

Internet Access

Behavioral

Few staff and

students use the

Internet

frequently, and

curriculum

integration is not

apparent.

Many staff and

students use the

Internet

frequently, and

curriculum

integration is

limited.

Most staff and

students use

the Internet

frequently. Use

is integrated

into the

curriculum.

All staff and

students use the

Internet

extensively for

video, voice, and

sophisticated data

needs.

Resource

Infrastructure

No Internet

access.

Limited Internet

access via dial-

up lines.

Direct LAN

Internet access

in some

locations.

Direct Internet

access to all

locations.

Communication

Systems

Behavioral

E-mail is used

sporadically with

little or no impact

on

communication.

E-mail is used

often, but has no

significant

impact on the

communication

process.

E-mail is used

frequently to

form

administrative

and learning

activities.

E-mail is an

integral part of the

school learning

and support

communications.

Resource

Infrastructure

E-mail is

available to

some staff, and

few or no

students.

E-mail is

available to most

staff, and some

students.

E-mail is

available to all

staff, and many

students.

E-mail is available

to all staff, and

students.


Maturity Model Benchmarks: INNOVATIONInnovation Filter


New

Technologies

Behavioral

New technologies

are readily

rejected by staff,

with few

opportunities for

experimentation.

New

technologies are

accepted by

many staff,

although

opportunities for

experimentation

are limited.

New

technologies are

readily accepted

by most staff.

Systematic

adaptation of

technologies

throughout the

school

Resource

New technologies

readily rejected

with

implementation

limited to a few

areas and staff.

New

technologies

readily accepted

by many staff

with little

implementation.

New

technologies are

readily accepted

by the staff with

moderate

implementation.

Systematic

adoption of new

technologies

throughout the

school.


EDmin: Benchmarks

Comprehensive

Technologies

Behavioral

Technology

limited to

computers, VCRs,

overheads, etc.

Technology

becoming more

comprehensive

including, A/V,

digitizing and

scanning.

Technology fairly

comprehensive,

but lacks more

advanced

techniques.

Readily available -

technology

comprehensive

including video

conferencing,

voice recognition,

etc.

Resource

Available

technology is

limited and under

utilized.

Available

technology

utilization is

limited to on or

two types of

technology for

most staff and

students.

Available

technology is

used including

voice, etc., but

equipment has

not reached full

potential.

Available

technology is used

very

comprehensively,

incorporating

video, etc. into

regular practice.




© 1998 - 2002 EDmin.com










EDmin: Analysis Rubric

Search





Tech Plan Analysis Rubric

The Tech Plan Analysis Rubric is an excellent way to determine how your district stacks up to

the next! The entire document is available below for browsing and reference.

There are three sections to the Analysis. You may jump between sections using the following

navigation aide that is displayed here and after each part.

PART ONE | PART TWO | PART THREE | TOP of PAGE

Technology Plan Analysis Rubric PART ONE

Level of Comprehensiveness

Criteria 1 2 3 4

Broad Based

Support

Contributions

(Administration,

Teachers,

Students,

Community, Staff)

A list of

contributors is

not provided.

A list of

contributors is

provided, but

does not

describe the

constituencies

they represent.

Equitable

representation is

not apparent

due to the lack

of detail.

A comprehensive

list of contributors

is provided with

the

constituencies

they represent.

Representation is

provided by at

least three of the

five areas of the

objective. The

principal is

included.

A comprehensive

list of contributors

is provided with

the

constituencies

they represent.

Representation is

across all five

areas of the

objective. The

principal is

included.

Broad Based

Support Process

No process for

equitable

representation is

described.

The process to

assure equitable

representation is

briefly

mentioned, but

not emphasized.

The process to

assure equitable

representation is

emphasized and

mentioned in

detail.

http://www.edmin.com/tp/mmr.cfm (1 of 8) [2/11/2002 9:27:20 AM]











Needs

Assessment

Breadth

A needs

assessment is

not provided.

A needs

assessment is

referenced, but

only covers one

element of the

school

environment

(equipment or

staff

development,

but not both)

A needs

assessment is

referenced with

more than one

element

analyzed, but

completely

assessing staff,

student, and

community

needs.

The needs

assessment is

comprehensive in

breadth,

consisting of

detailed

information about

staff

development

needs and

competencies,

attitudinal

surveys.

equipment

inventories, and

school and

district context.

Needs

Assessment

Depth

Broad

generalizations

are made about

what the school

needs with no

reference to an

assessment.

A needs

assessment is

referenced, but

the instrument is

informal, brief

and generally

not very

specific. For

example, a

computer count

is provided with

no specificity as

to where or how

they are used.

A needs

assessment is

reference with

what appears to

be some level of

detail. However,

the instrument

and data are not

provided, and

there may be

room for

additional detail

in the collection

and analysis.

The assessment

in any given area

is detailed and

thorough. The

instrument is

provided with

generalizations

about the data.

Raw data may be

provided in an

appendix.

Needs

Assessment

Equipment

No equipment

inventory was

provided.

An inventory

exists, but is

limited to

computers only

and does not

represent

vintage.

The inventory

moves beyond

computers only

(phone, TV), but

does not address

infrastructure or

vintage of

equipment.

A comprehensive

equipment

inventory was

provided,

including

computers,

infrastructure,

access, ITV,

telephone and

other equipment.




Technology Plan Analysis Rubric PART TWO

Mission and/or

Vision

No clear

mission and/or

vision is

articulated.

Vision is skill based

only and does not

address the larger

outcomes by the

school or district.

Vision focuses on

the technology

outcomes and skirts

around the learning

outcome issue.

Vision is

comprehensive

which deals

with large

learning

outcomes of

students, not

technology

outcomes. The

statement

identifies the

learning

process skills

and values.

Goals and

Objectives

General

learning goals

are not clear

or are absent.

Goals are

equipment based

instead of based

upon learning

outcomes.

Objectives are not

linked to goals or

are absent.

Objectives and/or

goals do not appear

to be measurable or

obtainable.

Goals are broad and

comprehensive but

are not completely

clear. The are linked

to objectives, but

are not readily

obtainable or

measurable. Goals

are loosely tied to

the state or district

documents.

Goals are

broad and

comprehensive,

addressing

teaching and

learning needs.

The goals are

clear,

attainable, and

measurable.

Objectives are

delineated from

goals, further

defining how

they will be

met.



Action Plans

with Timelines,

Responsibilities

and Budget

An action plan

exists, but

timelines and

responsibilities

are

nonexistent or

limited.

Assessment is

not

mentioned.

The action

plan is not

curriculum

based.

The action plan is

specifically tied to

the goals and

objectives. The

identified task,

timeline,

responsibility,

funding, and

assessment are

incomplete and

several elements

are missing.

The action plan is

specifically tied to

the goals and

objectives. The

identified task,

timeline,

responsibility,

funding, and

assessment

components are

thorough, but one or

more elements are

missing.

The action plan

is specifically

tied to the goals

and objectives.

Each task

identifies a

task, timeline,

and

responsibility,

funding, and

assessment.

Program

Integration

Connection to

other efforts is

not mentioned

throughout the

document.

The TUP mentions

other efforts, but is

not explicit in

connection with the

other efforts.

The TUP is loosely

coupled to the other

documents with

needs and program

changes integrated

much of the time.

The TUP is

tightly coupled

to the other

reform,

curriculum, or

accountability

documents with

the approach

fully integrated.

Curriculum

Integration

The plan

focuses upon

technology

outcomes and

skill based

goals, and

does not

address how it

can enhance

the curriculum.

The plan mentions

curriculum

integration and

enhancement, but

lacks detail.

The plan specifically

identifies how the

curriculum can be

enhanced by the

use of technology

with detail. A

technology-rich

environment is

described, but

strategies for

enhanced teaching

are not explored

thoroughly.

The plan

specifically

identifies how

technology

enhances the

curriculum, and

what a student

using the

technology may

do in such an

environment.

The plan

addresses

strategies of

teaching and

learning that

can be

enhanced as a

result of

technology



integration.

Evaluation No formal

evaluation is

described.

An evaluation

process is

described, but lacks

detail and

comprehensiveness.

It does not refer to

learning outcomes.

An evaluation

process and

instrument is

described in detail,

but lacks complete

comprehensiveness.

The link to goals

and objectives is not

apparent.

An evaluation

process and

instrument are

described in

detail, and is

comprehensive

in nature.

Assessment is

timely, and tied

to the

objectives.

Multi-year

Planning

A timeline is

not mentioned

The plan only

covers one

academic year or

project.

The plan covers

more than one year,

but is short term in

nature. with no

reference to ongoing

planning and

support.

The plan is

multi-year and

references

multi-year

funding,

support, and

planning

activities.

Standards No equipment

and/or

software

standards are

mentioned in

the document

beyond brand

names.

Equipment

standards are

mentioned, but

limited in their

specificity.

Equipment

standards are

specific but limited

to a narrow scope.

Equipment

standards are

specific,

comprehensive,

and a process

is mentioned as

to how they will

be employed.

Funding

Alternatives

Funding

resources are

not

mentioned.

Funding is

mentioned, but

primarily focuses

upon budgeting or

specific site funding,

and does not

address other

incoming funding

required to

implement the plan.

Specific funding

sources are

described but are

limited to traditional

sources without

specific budget

figures.

Specific funding

sources are

described

including

current and

future funding

sources.

Including the

reallocation and

employment of

resources &

attached

budget figures.



School Pilot

Projects

(Research and

Development)

No R&D

projects are

mentioned or

planned as

part of the

project.

R&D efforts are

mentioned, but lack

detail. No timelines,

assessment, or

scalability are

mentioned.

Specific R&D efforts

are described, but

scalabilty is not

articulated.

Timelines and

measurements are

mentioned, but are

not specific.

Specific R&D

efforts are

described, with

implications for

future work

(scalability)

articulated. The

R&D efforts

have a timeline

and

measurable

instruments in

place.

Educational

Research

No

educational

research is

mentioned as

part of the

project.

Educational

research is

mentioned, but only

in the broadest

sense.

Specific educational

research is

mentioned, but no

connections are

made to the efforts

in the school.

Specific

educational

research is

mentioned, and

connections are

made to the

efforts in

schools.


Technology Plan Analysis Rubric PART THREE

Model Classroom

Configurations

No classroom or

school

configurations

are described.

Classroom

configurations

are mentioned,

but lack detail.

(i.e. there will be

three computers

and a printer in

each room)..

Classroom

configurations

are described in

detail, but may

be restrictive in

nature as the

"Only" right way.

Usually only one

type of

configuration is

described.

Classroom and

school

configurations are

specifically

described, with

links to teaching

and learning

outcomes. They

are provided as

possible solutions

to particular

problems, but are

not prescriptive in

nature.



Facilities

((Electricity,

Security, Etc.)

Facilities issues

are not

mentioned.

Facilities issues

are mentioned,

but lack the

detail to build

into an action

plan.

Facilities issues

are identified

and articulated,

but solutions and

suggestions lack

detail or clarity.

Specific facility

issues are

identified and

addressed, with

recommended

solutions,

budgets, and

responsibilities.

Maintenance and

Support

No maintenance

and support are

provided.

Support plans

are mentioned,

but do not have

the detail or

clarity to

implement.

Support plans

are mentioned

with clarity and

detail, but do not

take into

consideration

long-term

issues.

Specific support

plans are

articulated. This

included the

process for

specific support

issues and

ongoing

equipment

replacement, staff

development, and

repair.

Software

Agreements

(site licensing,

etc.)

No software

agreements or

policy is

mentioned.

Software

agreements and

policy are

mentioned, but

the specific

policies are not

articulated in the

plan.

Specific software

policy is

articulated, but is

not tied to the

needs of the

site.

Specific software

policy is

articulated with

plans to

accommodate

software needs at

the site.

Copyright and

Acceptable Use

Policy

No copy right or

acceptable use

policy is

described.

Copyright and

acceptable use

are mentioned,

but specific

policies are not

articulated in the

plan.

Copyright and

acceptable use

policies are

articulated in the

document with

samples available.



Gifts and

Disposal

No policy is

provided for the

disposal and

receiving of gifts

of equipment

and services

Policy is

provided, but is

not clear or

articulated.

Specific policy is

articulated

regarding

disposal and

gifts, but is not

tied to the

standards.

Specific policy is

articulated

regarding moving

and disposal of

equipment. Gift

acceptance is tied

directly to

standards.

Staff

Development

Staff

development is

not mentioned in

the document.

Staff

development is

mentioned, but is

not clearly

articulated as to

how it will be

accomplished, or

evaluated.

Staff

development is

articulated, but is

limited to single

modalities and is

not clearly

provided for with

resources.

Staff development

is addressed

either in the action

plan or in a

separate section.

It included multiple

strategies,

incentives and

resources.

PART ONE | PART TWO | PART THREE | TOP of PAGETMM | Improvement Cycle | Planning Phases | Spiral Refinement



© 1998 - 2002 EDmin.com










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