POLICY & PLANS

Which of the following are included in the building technology plan?

The school vision includes reference to which of the following? (check all that apply)

Technology is evident in all sections of the school improvement plan.

School decision-making processes are based on student needs.

School decision-making processes are grounded in research and effective practice.

Decision-making at all levels is informed and influenced by student data.

Incentives and formal processes are in place to encourage teachers to use learning activities designed to foster technological literacy and 21st century skills.

Professional or financial incentives (e.g., laptops, collegial teaming, continuing education units, stipends, higher performance reviews) to teachers for effective/research-based uses of technology exist.

Professional or financial incentives (e.g., laptops, collegial teaming, continuing education units, stipends, higher performance reviews) to administrators for effective/research-based uses of technology exist.

The school culture fosters the innovation and continuous change required for effective/research-based uses of technology.

Teachers are provided professional development and resources to build their capacity to engage students in the newly aligned curricula, instruction, and assessment.

Professional development for technology is integrated into the overall professional development program for the school or district.

BUDGETING

Technology funds are a priority in the school budget.

What percentage of the technology plan (or technology component of the school improvement plan) has been or is expected to be funded?

What percentage of the school budget is allocated for technology and technology-related functions?

What percentage of budget for Title I is allocated to technology-supported learning?

CURRICULUM & STANDARDS

The learning standards include technological literacy as a stand-alone component.

Technological literacy has been embedded into the learning standards.

The learning standards include other 21st century skills (information literacy, visual literacy, self-direction [life-long learning], higher-order thinking, etc.).

Instructional approaches are research-based to advance students’ technological literacy and 21st century skills.

Assessments are in place that measure students’ technology literacy and 21st century skills.

Teachers and other instructional support staff are familiar with categories of assistive technologies, know how to identify students who should be using assistive technologies, and know how to refer/provide access to assistive technologies.

There is guidance from the school or district to ensure that within schools, the use of technology by teachers across grades is consistent.

There is guidance from the school or district to ensure that the use of technology by all teachers teaching in a specific content domain is consistent.

Technology-related resources are included in recent curriculum adoptions.

COMMUNITY

The school/district Web site is accessible to individuals with disabilities.

The community is considered in the design of formal electronic communications systems within the school.

The technology connections to the community are two-way, interactive channels of communication.

The community’s access and/or experience with technology is enhanced through the school.

Parents interaction with teachers and/or their level of involvement with their child’s learning is advanced through technology.

Mission critical components of the curriculum are dependent on community interactions that are fostered through technology.

Mission-critical services/products in community groups and/or community businesses are supported by the school and by students using technology.

Formal expectations are set for teachers by the principal for effective uses of technology.

Which of the following special programs exist to support low-income homes and families? (check all that apply)

Which of the following special programs exist to support minority homes and families?