Kelley/ Maxwell

Technology Plan Evaluation FRIT 8132

Technology Planning Analysis Rubric

Created by Dr. Paul Allen at the University of Texas

Components 3 2 1 Score
Executive Identifies clearly and Provides adequate Executive summary
Summary concisely for the reader and is 3
the vision, mission, goals accurate information absent or
and objectives, in incomplete.
background, findings, Executive Summary. (Missing 2 or more
issues, conclusions, and Submitted on time. components of
recommendations of the information.); or
tech. plan. Submitted submitted late.
on time.
Identifies Membership list has Membership list is Membership is not
Contributors and complete description of provided listed 2
Stakeholder Groups constituencies/stakeholder and describes or is inadequate to
groups. All areas constituencies determine
are equitably represented. represented. representation
Submitted on time. Submitted on of stakeholder
time. groups; or
is submitted late.
Vision Statement Vision is comprehensive Vision statement Vision statement is
and deals with learning provides not 3
outcomes, not just adequate description included or does not
technology outcomes. of how address learning
Clearly and concisely technology will outcomes; is
states your team's vision improve difficult to
for using technology to learning but understand or is
improve learning; instructional submitted late.
identifies who will be the outcomes not fully
users of technology addressed.
and how it will be used to Submitted on
enhance learning; time.
indicates the benefits that
you envision will
result from the use of
technology by students,
teachers, administrators or
others. Submitted
on time.
Mission Statement Mission statement is Mission statement Mission statement is
focused on instructional addresses missing or does not 2
outcomes and indicates learning outcomes address
clearly what the school but instructional
or district will do to make provides limited outcomes. Provides
its technology vision information incomplete and/or is
a reality; why the school about what, why, difficult to
or district wants to do and for understand; or
this; and for whom the whom the school or is submitted late.
school or district is district
doing this. Submitted on is doing the plan.
time. Submitted
on time.
Goals Goals are broad, Goals are mostly Goals are absent or
comprehensive and equipment seem 3
realistic in based and loosely to be only
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addressing teaching and linked to equipment

learning needs. Goals improvement plans. based; are not
clearly answer the Submitted on time. measurable; are
questions: Who? What? By incomplete, difficult
when? By how much? to
According to which understand; or are
instrument? Submitted on submitted late.
time.
Objectives Objectives are measurable Provides most of the Objectives are
and delineated from objectives. Some absent or 3
goals; they clearly define objectives incomplete; are
steps to be taken to may not be readily difficult
achieve goals; are clear attainable or to understand,
and realistic. measurable. unrealistic; appear
Submitted on time. Submitted on time. unmeasurable, or
are
submitted late.
Needs Assessment Assessment is Technology has Needs Assessment
comprehensive and been is 1
contains assessed and absent, incomplete
detailed information from analyzed, but or is
hardware resources, may not include submitted late.
technology needs summaries
assessment and Maturity of information from
Model Benchmark surveys; all
identifies use by elements in the
students and staff, and technology
training received and surveys. Submitted
desired. Submitted on on time.
time.
General Issues Clearly addresses issues Adequately General issues
of: staff development, addresses most, missing or 2
technical support, but not all, of the very incomplete;
technology standards; most difficult
student access to significant issues to understand; or
computers; integrating specified in submitted late.
new Excellent column.
with old technologies; Submitted
capacity of present on time.
facilities to accommodate
new technologies;
how technology resources
and budget will be
distributed among schools
for equitable access;
how needs of students
with disabilities or
limited English proficiency
will be addressed;
student access to
computers; integrating
new
with old technologies;
capacity of present
facilities to accept new
technologies, etc.
Submitted on time.
Conclusions and Clearly identifies the most Conclusions and Conclusions and
Recommendations important needs and recommendations recommendations 3
challenges confronting the are are
school or district adequately justified missing or are not
and recommends the although the basis adequately justified
projects and steps to be of some based on the
taken to achieve the conclusions not information
vision. Conclusions are entirely gathered in
strong and relevant. clear. Submitted on planning
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Submitted on time. time. process; or

submitted
late.
Acceptable Use Describes policies that are Provides an Policy issues are
Policy needed to ensure adequate absent, 2
proper use of the description of the incomplete, or
technology resources (e.g., most difficult to
guidelines, software and relevant policy understand; lack of
facilities use policies, issues. Acceptable Use
parental consent for Includes an Policy
Internet use, etc.) adequate draft draft; or submitted
Includes well-written draft of Acceptable Use late.
of Acceptable Use Policy.
Policy. Submitted on time. Submitted on time.
Technology and Provides clear and strong Provides overview of Technology and
Learning Statement description of how the Learning 2
technology is currently current and future statement absent or
used in learning use of provides incomplete
environment and ways it technology in information on the
will be used to enhancing the current use or
achieve instructional teaching-learning future role
outcomes; describes how process of technology in the
technology will enhance for students. Little school or district
curriculum and detail on and
teaching and learning how technology will how it will enhance
strategies; is tightly be learning; or
coupled to other reform integrated into submitted
efforts; indicates what learning and late.
students will do curriculum.
environment; submitted on Submitted on
time. time.
Technology Provides clear and Provides general Technology
Standards, comprehensive description description standards, 3
Requirements, and of the capabilities of of hardware, requirements and
Models for hardware and learning software and models
Technology and environments. It identifies connectivity are missing,
Learning minimum standards standards and incomplete,
and requirements for requirements. vague, or submitted
computer hardware, Although late.
software, and connectivity; clear, may miss
describes the types some
of learning environments information
that currently exist elements.
and those to be created by Submitted on time.
the plan. Submitted
on time.
Staff Development Clearly describes current Provides a general Staff Development
and needed overview is 3
technology competencies; (not detailed) of absent or provides
Describes how plan current & only
will take teachers and needed technology minimal information
other staff from present competencies. on
level of technology Describes a current and needed
competency and few strategies and technology
knowledge recommendations competencies
to the level of skill required for or how the plan will
in the plan; incentives and help
describes staff resources. staff achieve the
development strategies Submitted on time. needed
and competencies; or
recommendations for submitted late.
incentives and
professional development
resources. Submitted
on time.
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Technical Support Provides clear and Provides adequate Technology support

comprehensive but not is 3
requirements and plans for comprehensive absent or provides
services available description vague
and needed to support of technical support or little information
technology use requirements and on
(network, computer and services. technical support
software support). Submitted on time. requirements for
Submitted on time. plan; or
is submitted late.
Projects, Budgets, Provides a prioritized list of Provides most, but Projects, budgets,
and Timelines major tech plan not all, of or 2
projects, tasks and the project, timelines missing;
timelines. Provides budget timelines, and provides vague or
summary estimate of budget estimate little
capital expenses information. information on
(hardware, software, Appears to be project,
facilities, infrastructure, generally consistent budgets, or
staff development, tech with timelines;
support, etc.) plan goals. projects appear not
Identifies possible Submitted on relevant to plan
alternative funding time. goals;
resources. Projects, budget estimates
timelines, and budgets are appear
realistic and consistent incongruent with
with plan goals and plan or
objectives. Submitted on unrealistic; or not
time. submitted on time.
Clarity of Writing Writing is concise and Writing is clear but Writing is difficult to
clear; uses active voice unnecessary words understand. 3
when appropriate. No are Evidence of
misspelling, grammar, or used. Meaning is not spelling, grammar
punctuation mistakes clear in and
evident. some instances. Few punctuation errors
errors
in spelling/grammar.

Total
40/48

Introduction

The Clayton County Public Schools Three Year Technology Plan that we evaluated was initially

published on May 15, 2009 and is intended to be followed from July 1, 2009 to June 30, 2012. The plan

was developed through the Clayton County PS Technology Center which is comprised of the two

divisions of the Technology Department, Instructional Technology and Information Services. It lists the

Georgia Department of Education’s Technology Plan vision as one of its guiding principles which is

reflected in the structure of the Vision Statement.

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The plan’s goals and objectives seem to be a driving force for the Technology Department and

are strongly reflected in its current budgeting and emphasis of professional development. Beyond the

Technology Department, the plan seems to have a more limited reach with few people being aware of

the plan and its goals and objectives. The technology contact and administrators at a middle school in

the county that were asked about the plan were completely unaware of its existence. There have been

no updates since its initial release and it is not certain if there are plans for updates or modifications

until the plan’s endpoint of June 20, 2012 is reached.

Rubric Explanation

In addressing the executive summary, the vision is clearly stated in section I at the beginning of

the document. Inside the vision is the mission of CCPS in relation to its technology use. The Goals and

objectives are quite extensive with 7 goals each with many objectives. There is not a section specifically

for conclusions and recommendations; they are addressed as a part of the other sections and in the

Strategic Action Plan. Though there is not a section that lists all stakeholders specifically, most

stakeholders and their roles are included in the vision statement. The vision statement is comprehensive

and covers technological as well as instructional factors, identifies the users of the technology and

indentifies the benefits of use as keeping the students globally competitive. The TP does not include a

separate mission statement and instead has mixed the mission statement with the vision statement. The

mission statement is very broad with its statement about why the plan is in place.

The goals are categorized into instructional, administrative and parent and community focus and

each have several very specific objectives. Though the goals do not contain all of the criteria for 3 points

the objectives are broken down by the indicators listed. The objectives section is hard to complete

because the goals in the Technology Plan for CCPS are broken down into strategies and benchmarks and

not necessarily pure objectives. Within the strategies and benchmarks, the information is measurable
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and clearly delineated from the goals. The steps for completion are listed in the benchmarks and the

overall objectives are clear and realistic. Also a part of the Objectives are the evaluation method to be

used to assess progress, the source or sources of funding and the person that will be responsible for the

implementation of the strategies.

The Needs Assessment was not a separate section of the Technology Plan but most of the

information that would fall into this category was addressed in the Gap Analysis for Instruction,

Administrative and Parent and community. I did not observe any information about a technology

assessment or extensive survey that was administered. In the redevelopment of this plan it will be

necessary to more clearly define what needs are being addressed through the updated technology plan.

In dealing with general issues, the Technology Plan does an excellent job of discussing staff

development and technology standards in a thorough manner. The plan certainly addresses the issue of

student access and has a plan that ensures student access to computers and new technology for years

to come. The plan does address the integration of new technology with old technology, as the school

system makes plans for purchasing new technology on an annual basis. The breakdown of the plan

includes the funding source and amount. The plan is missing how they will handle students with limited

English proficiency.

The Technology Plan does an excellent job within the conclusions and recommendations

section. I found it interesting that this is done toward the beginning of the plan. The plan identifies

needs and challenges and thoroughly outlines the steps taken to achieve the vision.
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The acceptable Use Policy contains general guidelines for proper use and outlines what is

expected for use of county software. It also includes statements about the confidentiality of student

data and the proper uses of electronic mail. The policy does not include any information on facilities use.

Within the technology and learning statement section, the plan incorporates a good background

on how technology is currently used and how it will assist n achieving instructional outcomes. A

thorough basis is provided on how technology will enhance the current curriculum, along with teaching

and learning strategies. The plan does not talk about other reform efforts or what students will do

within the environment.

As it pertains to Technology Standards, Requirements, and Models for Technology and Learning,

the plan includes a comprehensive section devoted to the capabilities of hardware and learning

environments. It includes a thorough review of minimum standards and requirements of current and

proposed hardware, software, and connectivity. Also included are current and proposed learning

environments.

Written into the technology plan is an in-depth portion devoted to staff development, including

technical support development. It incorporates several objectives regarding increasing skill level of

teachers and staff within technology competence and knowledge. The plan provides excellent strategies

and recommendations for professional development resources.

Technical support is addressed in two objectives, which includes clear and comprehensive

requirements and plans for services available and needed to support technology usage within the

system, including network, computer, and software support.

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The plan thoroughly provides information regarding timelines, budget resources and estimate

information. However, there is no prioritized list outlined. It does an excellent job of providing current

and projected cost analysis, along with district spending and alternative source spending.

The plan is excellently written with active voice tense when appropriate. There are no misspelling,

grammar, or punctuation mistakes that were observed.

Summary

In summary, the Clayton County Public School’s Technology Plan is a good document; however,

there are some key elements that are missing within the plan. There are no priorities within the plan, so

one cannot determine what is most important within the technology plan. Also, how the school system

will address students with limited English proficiency is not specifically addressed. In addition to the

actual document’s deficiencies, the awareness of the existence of the document is limited to those

directly involved with the Technology department which effectively limits the impact.

The good structure and thoroughness of the document makes the reader overlook these deficits

and instead focus on the actual content. The plan is not something stagnant and will require updating at

the conclusion of the 2012 year. This shows that Clayton County intends on revising the plan to keep

current on emerging technologies and learning styles. The plan starts with having a clear vision and

outlines the steps necessary to fulfill the vision and thoroughly details the budget and additional funding

sources to fulfill that vision. It includes ambitious, yet attainable objectives that geared to increasing

student and staff knowledge utilizing technology. The plan has an intensive section dedicated to staff

and administrator development. It is very impressive that within staff development there is training of

technical support staff. Not only does the plan address students, staff, and administrators, but the plan

also addresses parents and their use of technology to assist student learning and to help parents stay
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abreast of information relating to students. Overall, it is felt that this plan will be an overall positive

factor in the development of the technology acquisition and implementation throughout Clayton County

and gives a clear direction for growth for the Technology Department.

There are some key elements that are missing within the plan. There are no priorities within the

plan, so one cannot determine what is most important within the technology plan. Also, how the school

system will address students with limited English proficiency is not specifically addressed.