IMPACT: Guidelines for North Carolina Media and Technology Programs

RESEARCH AND EVALUATION

COMPELLING DATA FROM CURRENT RESEARCH

“13,000 KIDS CAN’T BE WRONG” noted Professors Ross Todd, and Carol Kuhlthau of Rutgers University (Whelan, 2004, 46). In a study of 13,123 students from 39 effective school libraries in Ohio, Todd and Kuhlthau found that an effective school library, lead by a credentialed school librarian who has a clearly defined role in information-centered pedagogy, plays a critical role in facilitating student learning for building knowledge (Todd, 2004, 6).

Existing research into media and technology programs offers us a baseline of information to begin our own building-, system-, and state-level evaluations. Some of the most compelling data that illustrates how media and technology programs impact student achievement is summarized in information that follows.

Since 1993 when Keith Curry Lance, Linda Welborn, and Christine Hamilton-Pennell first published the Colorado Study, The Impact of School Library Media Centers on Academic Achievement, school library media coordinators have had baseline research on the importance of school librarians and their programs.

top

LIBRARY MEDIA CENTER STAFFING

TEST SCORES TEND TO BE HIGHER WHEN THERE IS:
A librarian
A full-time librarian rather than a part-time one
A part-time librarian rather than no librarian at all

LIBRARY MEDIA CENTER HOURS OPEN

HIGHER LEVELS OF LIBRARIAN STAFFING LEAD TO:
Longer LMC hours of operation,
Higher levels of library media staff activity
Higher student usage, and consequently, higher test scores

STAFF ACTIVITIES

The higher the level of librarian staffing, the greater the percentage of library media staff hours dedicated to:

top

IN OTHER RESEARCH LANCE ALSO FOUND:

LIBRARY MEDIA PROGRAM USAGE

TEST SCORES ALSO TEND TO BE HIGHER WHEN:

PARTNERSHIPS
TECHNOLOGY
POLICY

(Lance, et al. 1999, 5-6)

Since 2000, the Lance study has been replicated in 14 states: Alaska, Arkansas, Florida, Iowa, Illinois, Massachusetts, Missouri, Minnesota, Michigan, North Carolina, New Mexico, Oregon, Pennsylvania and Texas.

The results from the other state studies on the impact of school library media programs on student achievement have validated Lance’s original study.  For instance:

MICHIGAN

IN MIDDLE SCHOOLS, SEVENTH GRADE READING SCORES USUALLY RISE AS SCHOOL LIBRARIES REPORT:

  • higher numbers and weekly hours of librarian and total library staff;
  • offering more weekly hours for flexible access/scheduling;
  • librarians spending more time planning and teaching cooperatively with classroom teachers, and providing in-service training to teachers;
  • larger collections of print volumes and video materials;
  • access to more library and school computers that connect to Access Michigan, library catalogs and licensed databases, and the Internet and the World Wide Web;
  • more frequent individual and group visits to the library; and
  • spending more on library operations.

(Rodney, Lance, Hamilton-Pennell, 2003)

NEW MEXICO

ACHIEVEMENT TEST SCORES TEND TO RISE WITH INCREASES IN:

  • school librarian and total library staff hours per 100 students;
  • print volumes per student;
  • periodical subscriptions, video materials, and software packages per 100 students; and
  • school library expenditures per student. (Lance, Rodney, and Hamilton-Pennell, 2003, VII)
PENNSYLVANIA

READING TEST SCORES INCREASE WITH INCREASES IN:

  • school librarian staff hours; and
  • support staff hours.

TEST SCORES INCREASE AS SCHOOL LIBRARIANS

  • teach cooperatively with teachers;
  • integrate information literacy skills standards and curriculum;
  • provide in-service training to teachers;
  • serve on standards committee;
  • serve on curriculum committee; and
  • manage information technology. 

(Lance, Rodney, and Hamilton-Pennell, 2000,
6-7)

top

THE ROLE OF TECHNOLOGY

Technology has an important role to play in K-12 education, but it will not solve all educational problems. Technology can:

For technology to play a positive role, the following factors must be given consideration:

(NCREL 1999)

Human and Contextual Factors

The most important factor affecting student learning is the teacher. (Wright, Horn, Sanders, 1997, 63) teachers' beliefs will determine the extent to which they will use this motivating technology in the classroom. (Smita and Leonard, 2002, 41)

Matching the Design of the Application with the Intended Purpose and Learning Goal

The findings from these studies show that computers and technology can be an important component of educational reform and related to student learning. The results clearly support the findings from other categories of research that indicate that computers and technology alone will accomplish little, and that how it is used and how a particular program is planned and implemented is equally, if not more, important. (Fouts, 2000, 29).

Significant Critical Mass Numbers And Types Of Technology Applications

We see that as the number of computers available in the classroom goes up, so does the use of computers . . . If teachers have computers in their room, they use them; it they don’t have them, they don’t.  (Norris and Soloway, 2003, 60) other data suggest that school technology expenditures on equipment, training, and support influence teachers’ decisions on how to use technology in school. (Anderson and Becker, 2001)

Increasing Student Motivation

The computer, in effect, gave added interest and motivation within the writing process to students in reaching their final outcomes. The use of technology gives them a sense of empowerment and reward as they go through the writing process. (Daniels, 2004, 172)

top

RESEARCH

EVIDENCE-BASED EDUCATION

Grover J. (Russ) Whitehurst, Assistant Secretary of Education, defines evidence-based education as “the integration of professional wisdom with the best available empirical evidence in making decisions about how to deliver instruction” (Student Achievement and School Accountability Conference, October 2002). He further acknowledges that

WITHOUT PROFESSIONAL WISDOM EDUCATION CANNOT

[and]

WITHOUT EMPIRICAL EVIDENCE EDUCATION CANNOT

It is difficult to implement an experiential, instructional intervention within a controlled environment in education. Consequently, collecting and analyzing empirical data to support and modify instructional practice has been viewed by education practitioners and researchers as problematic. For education practitioners to combine professional wisdom with professional knowledge, they must be able to critically determine if the evidence of a school or classroom reform is valid and if that particular reform is applicable to their situation. In order for teachers and administrators to be successful in this standards-based era of education, they must be able to recognize sound empirical research and interpret their own school data. Although it is not possible to provide in-depth procedures for reviewing data and conducting research here, a brief explanation is provided on the most prominent, current methods of inquiry and data collection in education: scientifically-based research, action research, and data-driven decision-making.

top

SCIENTIFICALLY BASED RESEARCH

According to Title IX PART A (SEC. 9101) of the No Child Left Behind legislation, “scientifically based research:”

  1. means research that applies rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to educational activities and programs; and
  2. includes research that -
    1. employs systematic, empirical methods that draw on observation or experiment;
    2. uses rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;
    3. relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators;
    4. is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs, or activities are assigned to different conditions and with appropriate controls to evaluate the effects of the condition of interest, with a preference for random-assignment experiments, or other designs to the extent that those designs contain within-condition or across-condition controls;
    5. ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or, at a minimum, offer the opportunity to build systematically on their findings; and
    6. has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review.

School leaders and educators who receive federal funds and work with outside evaluators and researchers need to recognize strong scientifically based research practices. One source that identifies “scientifically based interventions (studies)” is the What Works Clearinghouse (WWC). Contracted by the Department of Education, Institute of Sciences, the What Works Clearinghouse established a set of standards for the review of experimental and quasi-experimental research….[Using these standards]the WWC identifies studies that provide the strongest evidence of effects: primarily well conducted randomized controlled trials and regression discontinuity studies, and secondarily, quasi-experimental studies of especially strong design (Retrieved on May 17, 2005 from the What Works Clearinghouse http://w-w-c.org/reviewprocess/standards.html).

top

ACTION RESEARCH

Action research involves the in-depth study of one’s own classroom or school over an established period of time. In action research, the researcher (i.e. teacher, technology facilitator, media coordinator) is not removed from the intervention or the environment but, rather, is a key component of either the intervention or the environment. Like more complex research methodologies, action research involves the systematic collection and analysis of data.

ACTION RESEARCH INVOLVES:

It is important to remember that at each stage of action research, the researcher is expected to reflect, but this is especially important at the completion of the research study.  Researchers should reflect on their own learning and the application of this learning to the future of classroom or program practice. Action researchers should be encouraged to document and share both their process and the discoveries of their research. Sharing action research can include article publications and conference presentations.

top

DATA-DRIVEN DECISION MAKING IN THE MEDIA AND TECHNOLOGY PROGRAM

MEASURING THE MEDIA AND TECHNOLOGY PROGRAM

The school library media coordinator and technology facilitator should collect key data to measure the status and progress of the program. Such data should include, but not be limited to:

The media coordinator and technology facilitator should use data to advocate for budgetary resources for the program and to demonstrate the impact of the program on students.

USING SCHOOL DATA FOR PROGRAM DECISIONS

The media coordinator and technology facilitator should use data to make key decisions concerning the program. Such data should include, but not be limited to:

The media coordinator and technology facilitator should use this data to decide such issues as:

top

EVALUATION

The evaluation of building- and system-level programs is one of the most important responsibilities of school library media and technology professionals. In this age of accountability, we must have data to illustrate the effectiveness of our media and technology programs. It is critical that we have the data to demonstrate how quality media and technology programs contribute to student achievement and effective teaching within a school.

Because we value education, we should measure it. We owe it to all teachers, children, and the community, as well as ourselves, to continue to document the impact of media and technology programs on teaching, learning, and, ultimately, student achievement. This section offers a variety of information to assist educators in the evaluation process: strategies for assessing individual programs, rubrics for program evaluation, and the performance evaluation instruments for professional staff. Choosing to use these resources is a commitment to program improvement!

“Education counts in the united states. It counts because every element of personal well being, social progress, and economic development is bound inextricably to knowledge, learning, and skill. Because we value education we should measure it.  . . . [We begin to value only what we can measure. We must learn to measure what we value rather than valuing what we can easily measure”        (Ralph 1991).

top

HOW TO EVALUATE PROGRAMS

The development of any school library media and technology program involves formative and summative evaluation through the collection of data over time and the analysis/ synthesis of the data to make informed decisions regarding the future direction of the program. It is important to create a plan with specific indicators, methods/measures, benchmarks, and findings delineated.

Formative evaluation is ongoing throughout the year.  Devices to aid in the collection of this data include rubrics designed to measure IMPACT components, benchmarks, and output measures.

Summative evaluation reviews formative data to determine the extent to which pre-established program goals have been achieved. Summative evaluation should occur annually.  There are many reasons why the evaluation of media and technology programs is difficult, most specifically:

VARIETY AND COLLABORATION MAKE ISOLATION OF PROGRAMS DIFFICULT.

  1. Good media and technology resources and programs are part of a school’s infrastructure, thoroughly infused and embedded in a school’s overall approach to teaching and learning. Good media and technology programs and resources acknowledge the wide variety of learning and teaching styles that make up a school building and address ways to make each person—student and teacher— successful. This success translates into increased self-esteem, higher motivation, and, ultimately, student achievement.
  2. Truly successful media and technology programs are based on collaboration among the media coordinator, the technology facilitator, and the individual classroom teacher. Because collaboration acknowledges the contributions of all to the teaching/learning process, isolation of media and technology programs once again is a difficult process.

STUDYING A MOVING TARGET IS DIFFICULT.

3.         Finally, the perception exists that research into media and technology resources and programs is the study of “a moving target, [that]rapid technological changes and advances in [hardware and] software development have made some findings obsolete even before they are published” (NCREL 1999, 1).

top

GUIDELINES FOR EVALUATION

Experience has produced a variety of guidelines to assist us in program evaluation. The key to valid evaluation of school library media and technology programs is to measure the results, not the resources and technology itself. In an effort to assist states in justifying the investment in technology, the U.S. Department of Education held a series of conferences on evaluation in 1999 and 2000. The following steps to evaluation in general, and to technology evaluation specifically, have resulted from these conferences:

STEPS TO EVALUATION

Set clear, specific, attainable goals.

Build multiple measures; keep them simple; explain them.

Measure all persons.

Collect, record, and store the data.

Report the data, often; draw pictures.

Know what the measures miss.

Measure resources as well as problems.

Focus first on comparisons over time and then on comparisons to others.

Study variability as well as averages.

Enlist a critical friend, a faithful witness.

Try something new. (Van der Ploeg 2000)

GOALS

Where do we want to go?

COMPARISONS

Where are we now?

Where were we before?

Where are others like us?

Are there others like us who are ahead of us?

LEARNING

What have we learned from our own experience?

If there are others like us who are ahead of us, what are they doing?

What does the research say?

What does “best practice” suggest? (Van der Ploeg 2000)

top

USING OUTPUT MEASURES FOR EVALUATION

EVALUATION, SUPPORT, AND FUNDING

Good schools require school library media and technology programs that are integral to learning and teaching; however, in times of limited revenues and increasing demands, media and technology programs must compete with other educational priorities to obtain sufficient resources. To ensure that administrative support and financial resources are provided for quality programs, it is critical that media and technology personnel regularly evaluate and document all aspects of their programs. Research and data are needed to demonstrate how quality media and technology programs contribute to student learning and effective teaching.

USE AND AVAILABILITY OUTPUT MEASURES

For many years, public libraries have used “output measures” to evaluate and measure the effectiveness of programs and services. This process approach to evaluation was adapted by Frances Bryant Bradburn from her book, Output Measures for School Library Media Programs.
Output measures provide the data needed to document how the resources and services in the school library media center and in all areas of technology are used, and how well the program meets the needs of its patrons. “Use measures” provide data about how often resources or services are used by patrons. “Availability measures” document not only whether requested materials and services are available, but also whether the media coordinator and technology facilitator are accessible to assist students or to participate in collaborative activities with teachers.

OUTPUT MEASURES DOCUMENT:

  1. How resources and services are used
  2. How well the program meets the needs of its patrons

 

USE MEASURES DOCUMENT:

  1. How often resources or services are used

 

AVAILABILITY MEASURES DOCUMENT:

  1. If requested materials and services are available
  2. If the media coordinator/technology facilitator is accessible to assist

top

PUTTING OUTPUT MEASURES TO WORK

Using output measures, media and technology personnel can:

MAKING SURE YOU DETERMINE AND OBTAIN TYPE OF INFORMATION NEEDED

Data collection for some measures is relatively simple. For others, the process may take significantly more time and effort. It is important, therefore, to determine the information necessary to justify recommendations or “to make a case” and to select ONLY the measures that will provide the most compelling arguments.

IMPORTANT MEASURES

Following are measures for evaluating and improving school library media and instructional technology programs.

top

MEASURES FOR EVALUATING AND IMPROVING SCHOOL LIBRARY MEDIA AND TECHNOLOGY PROGRAMS

Adapted From Output Measures for School Library Media Programs by Frances Bryant Bradburn with permission of Neal-Schuman Publishers, Inc.

FACILITIES USE MEASURE

The amount of time a number of individuals are using the media center, computer labs, wireless labs, or video studio on a daily, weekly, monthly, or yearly basis.  For many to whom these data will be reported, how the media and technology facilities are being used at a given moment is important information to tally as well.

TYPES OF MATERIALS USE MEASURES

MATERIALS USE MEASURES
Calculate the specific resources being used within and outside the school library media center.

CIRCULATION RATE
Gives the number of resources checked out on a daily, weekly, or monthly basis. This figure can be broken down to reflect specific areas of the collection or individual student and teacher populations. It can also be used to track circulation of various technologies: wireless laptop carts, portable keyboards, PDAs, GPS peripherals. (Separate collection and technology statistics.)

IN-LIBRARY USE RATE
Tallies the number of resources being used within the media center at a specific time.  As the name implies, these materials do not circulate, but are being used within the library by students and/or teachers.

ELECTRONIC RESOURCES HIT RATE
Calculates the number of times students and teachers use stand-alone or networked electronic resources both within the media center or, if resources are networked to individual classrooms, throughout the school. (May be provided by vendor)

TURNOVER RATE
Provides the average number of times a given item within a collection circulates during the year.

FURNITURE AND EQUIPMENT USE RATE
Estimates the amount of time a piece of furniture or equipment is being used during the school day.

CURRICULUM SUPPORT REQUEST RATE
Calculates the number of requests from teachers that deal directly with their need for teaching support. This figure is most helpful when paired with the actual request for resources or services.

top

AVAILABILITY MEASURES

RESOURCE AVAILABILITY MEASURES.

These are calculations designed to reflect the number of materials available for students and teachers.
POTENTIAL CURRICULUM SUPPORT RATE
Measures the collection's potential to support a specific area or areas of an individual school's curriculum.

CURRICULUM SUPPORT FILL RATE
Figures how effectively the existing media and technology collection is supporting a school's curriculum. This measure can be calculated from both the teacher's and the student's perspective.

INDEPENDENT READING/INFORMATION FILL RATE
A student-generated statistic that monitors how well the collection is meeting the leisure reading/activity needs of a student population.

top

SCHOOL LIBRARY MEDIA COORDINATOR/ TECHNOLOGY FACILITATOR AVAILABILITY MEASURES.

These measures illustrate whether the school library media coordinator and/or the technology facilitator are available to assist both students and teachers at point of need.

PLANNING OPPORTUNITY RATE
Gives the percentage of time a media coordinator and/or the technology facilitator are able to completely fill a teacher's or team's request for assistance in planning a lesson or unit of instruction.

TEACHING AVAILABILITY MEASURE
Provides the percentage of time the media coordinator and/or the technology facilitator are available to work with individuals, small groups, or whole classes at the specific request of a teacher. Daily fixed schedules are not included in this calculation.

TROUBLESHOOTING REQUEST RATE
Represents any request for assistance in solving an equipment problem.

top

PROFESSIONAL DEVELOPMENT AVAILABILITY MEASURES.

This is a calculation of the number and kind of professional development opportunities available to an educational community.

PROFESSIONAL DEVELOPMENT REQUEST RATE
Lists the percentage of professional development activities offered compared to those requested by school personnel.

PROFESSIONAL DEVELOPMENT ATTENDANCE RATE
Calculate the percentage of staff attending specific professional development opportunities compared to potential participants.

REFERENCE CHART:  MEASURES AND WHAT THEY SUPPORT

Reprinted with permission of Neal-Schuman Publishers, Inc. from Output Measures for School Library Media Programs by Frances Bryant Bradburn.

SUPPORT MEASURES

BUDGET

FLEXIBLE SCHEDULE

PLANNING TIME

STAFFING

EXISTING DATA

EFFORT REQUIRED+

TIME FRAME

FACILITIES USE RATE

X

X

 

X

 

Medium

Specified

CIRCULATION RATE

X

(X)

 

X

X*

Low

Specified

IN-LIBRARY USE RATE

X

X

(X)

X

 

Medium

Specified

ELECTRONIC RESOURCE HIT RATE

X

 

 

X

X*

Low

Specified

ONLINE RESOURCES SUCCESS RATE

X

 

 

X

 

High

Specified

TURNOVER RATE

X

 

 

 

X*

Low

Specified

FURNITURE EQUIPMENT USE RATE

X

(X)

 

X

 

Medium

Specified

POTENTIAL CURRICULUM FILL RATE

X

 

(X)

(X)

 

High

Specified

CURRICULUM SUPPORT FILL RATE

X

(X)

(X)

(X)

 

High

Specified

INDEPENDENT READINGINFORMATION FILL RATE

X

(X)

(X)

(X)

Survey

High

Specified

MEDIA COORDINATOR/ TECHNOLOGY FACILITATOR AVAILABILITY RATE

 

X

X

 

Survey

High

Specified

PLANNING OPPORTUNITY RATE

 

X

X

X

 

High

Over time

TEACHING AVAILABILITY RATE

 

X

 

X

 

High

Over time

TROUBLESHOOTING RATE

 

X

X

 

 

High

Specified or Over time

PROFESSIONAL DEVELOPMENT REQUEST RATE

X

X

 

 

 

Medium

Over time

PROFESSIONAL DEVELOPMENT ATTENDANCE RATE

X

(X)

 

 

 

Low

Specified

*With automated circulation systems        +Effort required:
Low – data either already available or easily calculated.  Medium – Data can be gathered while media coordinator, technology facilitator, or designee does other tasks: minimum interruption.  High – Requires extra time and effort to gather and calculate data. These measurements, together with those specifically targeted to address a certain issue, can be used to make a stronger case.

top

RESEARCH AND EVALUATION MODELS

COMPREHENSIVE PROGRAM EVALUATION MODEL

THE SEIR*TEC MODEL FOR FORMATIVE EVALUATION

The SEIR*TEC Model for Formative Evaluation is primarily intended to guide formative evaluation of programs that apply technology to teaching and learning activities in classrooms (SEIR*TEC Framework, 2004).

It is hoped that this framework will be valuable for a variety of reasons:

The framework provides a step-by-step approach to help non-evaluators plan and implement efficient, well-founded, theoretically sound evaluations of technology programs in education settings by breaking a complex process into manageable pieces:

It also provides tested resources, data-collection instruments tailored to technology implementations, and examples to guide the above steps.

top

TECHNOLOGY FOCUSED EVALUATION MODELS

NCREL ENGAUGE MODEL

The NCREL enGuage Model is designed to help districts and schools plan and evaluate the system wide use of educational technology.  In doing so EnGauge provides insights into tracking progress with technology at three levels: students, educators and systems. Their resources include online evaluation and assessment tools. Visit <http://www.ncrel.org/engauge/> for more information (enGauge®: A Framework for Effective Technology Use).

COLLABORATION LED BY LOCAL EVALUATORS:  A PRACTICAL, PRINT- AND WEB-BASED GUIDE

To understand the overall process involved in establishing a system of evaluation, visit <http://www.neirtec.org/products/evaluation_guide/neirtec_evalguide.pdf.> (Collaboration Led by Local Evaluators: A Practical, Print- and Web-Based Guide).  This would be particularly effective to use within the system-level technology planning process.

TECHNOLOGY IN SCHOOLS: SUGGESTIONS, TOOLS AND GUIDELINES FOR ASSESSING TECHNOLOGY IN ELEMENTARY EDUCATION

Key audiences for this handbook are those people who collect, store, publish, or use information about technology in its applications in schools and districts. The guide is organized around key questions that the Technology in Schools Task Force authors have determined to be central, pertaining to the type, availability, and use of technology in education systems. (Technology in Schools, 2005 <http://nces.ed.gov/pubs2003/tech_schools/>).

USER-FRIENDLY HANDBOOK FOR MIXED METHOD EVALUATIONS

Provided by the National Science Foundation (NSF), this document outlines the evaluation process recommended for NSF-funded projects. Visit <http://www.ehr.nsf.gov/EHR/REC/pubs/NSF97-153/start.htm> for more information. (User-Friendly Handbook for Mixed Method Evaluations)

top

PROGRAM EVALUATION RUBRICS

One of the most effective ways to determine how well media and technology programs are meeting the needs of students, teachers, staff, and community is through self-reflection. While teacher and student surveys certainly provide a realistic assessment of the daily impact of programs and services on the teaching and learning process, an objective comparison of an individual program with state and national standards and recommendations offers an opportunity for self-assessment.

The rubrics that follow, while based on the chapters found in IMPACT, provide a global perspective of school library media and technology programs at both the building and system levels. Use these rubrics to reflect on your individual program. Then begin the process of developing your vision of the future—outstanding school library media and technology programs that impact teaching and learning for high student achievement and life-long learning.

NOTE: The rubric comparison points are Outstanding, Developing, Minimum, and Below Minimum. All North Carolina media and technology programs must have the expectation that they will be at least at a minimum level for successful teaching and learning to occur. If this is not the case, immediate action should be taken by media and technology personnel, the principal, and the Media and Technology Advisory Committee.

MEDIA AND TECHNOLOGY PROGRAM EVALUATION RUBRICS

NOTE: “Most” represents more than half and “some” represents less than half. Terms designated with an asterisk* are defined at the end of the document.

TEACHING AND LEARNING

 

OUTSTANDING

DEVELOPING

MINIMUM

BELOW MINIMUM

INSTRUCTIONAL DELIVERY –  Meaningful instruction in the full range of concepts and skills that students need to interact effectively with all information resources.

INTEGRATION

Information and Computer/Technology skills are integrated with all curriculum areas and grade levels.

Information and Computer/Technology skills are integrated across most curriculum areas and grade levels.

Information and Computer/Technology skills are integrated across core curriculum areas*and some grade levels.

Information and Computer/Technology skills are taught in isolation from curriculum areas.

DIFFERENTIATED INSTRUCTION

Differentiated instruction* is addressed through instructional strategies designed for all students.

Differentiated instruction* is addressed through instructional strategies designed for most students.

Differentiated instruction* is addressed through instructional strategies designed for some students.

Differentiated instruction* is not provided.

LEARNING STYLES

The learning styles* of all students are addressed through a variety of instructional resources and strategies.

The learning styles* of most students are addressed through a variety of instructional resources and strategies.

The learning styles* of some students are addressed through a variety of instructional resources and strategies.

Learning styles* are not addressed in instructional resources and strategies.

LITERACIES FOR THE DIGITAL AGE

All learning experiences promote literacies for the digital age*.

Most learning experiences promote literacies for the digital age*.

Some learning experiences promote literacies for the digital age*.

Learning experiences do not promote literacies for the digital age*.

RESOURCES IN LEARNING EXPERIENCES

All learning experiences are examined for application of appropriate resources.

Most learning experiences are examined for application of appropriate resources.

Some learning experiences are examined for application of appropriate resources.

Learning experiences do not include the application of appropriate resources.

RESEARCH PROCESS

A systematic research process* is consistently implemented school-wide.

A systematic research process* is implemented at some grade levels or departments.

A systematic research process* is implemented in some classrooms.

No systematic research process* is implemented.

FLEXIBLE ACCESS FOR INSTRUCTION

Media and technology flexible access for instruction is implemented at all grade levels.

A fixed/flex media and technology schedule for instruction is implemented for no more than a year, and a plan for the implementation of flexible access in the following year is in place.

A fixed/flex media and technology schedule for instruction is implemented.

Fixed scheduling for media and technology instruction is implemented at all grade levels.

top

TEACHING AND LEARNING

 

OUTSTANDING

DEVELOPING

MINIMUM

BELOW MINIMUM

COLLABORATION – Partnership between media and technology professionals and teachers to design instructional activities that promote student achievement (See Collaborative Planning Session Rubric for additional information)

COLLABORATION BETWEEN SLMC & TF

Collaboration occurs between media and technology personnel all the time.

Collaboration occurs between media and technology personnel most of the time.

Collaboration occurs between media and technology personnel on some occasions.

Collaboration does not occur between media and technology personnel.

COLLABORATIVE ENVIRONMENT

An environment based on shared instructional goals, a shared vision, and a climate of trust and respect is established that fosters collaboration between media and technology personnel and all teachers.

An environment based on shared instructional goals, a shared vision, and a climate of trust and respect is established that fosters collaboration between media and technology personnel and most teachers.

An environment based on shared instructional goals, a shared vision, and a climate of trust and respect is established that fosters collaboration between media and technology personnel and some teachers.

An environment that fosters collaboration between media and technology personnel has not been established.

COLLABORATION FOR DATA-DRIVEN INSTRUCTION

Media and technology personnel consistently collaborate with teachers in using assessment data to design instructional activities.

Media and technology personnel frequently collaborate with teachers in using assessment data to design instructional activities.

Media and technology personnel occasionally collaborate with teachers in using assessment data to design instructional activities.

Media and technology personnel do not collaborate with teachers.

BEST PRACTICES

The media and technology program implements best practices* for instruction at all grade levels.

The media and technology program implements best practices* for instruction at most grade levels.

The media and technology program implements best practices* for instruction in some classrooms or at some grade levels.

The media and technology program does not implement best practices* for instruction.

INSTRUCTIONAL FEEDBACK

Instructional feedback* is provided to students all of the time to ensure that learning goals are being met.

Instructional feedback* is provided to students most of the time to ensure that learning goals are being met.

Instructional feedback* is provided to students some of the time to ensure that learning goals are being met.

Instructional feedback* is not provided to students to ensure that learning goals are being met.

CO-TEACHING

An environment is established that fosters co-teaching* between media and technology personnel and all teachers.

An environment is established that fosters co-teaching* between media and technology personnel and most teachers.

An environment is established that fosters co-teaching* between media and technology personnel and some teachers.

An environment for co-teaching* between media and technology personnel and teachers has not been established.

top

top

INFOR

TEACHING AND LEARNING

 

OUTSTANDING

DEVELOPING

MINIMUM

BELOW MINIMUM

PROFESSIONAL DEVELOPMENT – Appropriate professional development provided for individual growth.

PROFESSIONAL DEVELOPMENT

Professional development for teachers related to the media and technology program is included in the school-wide professional development plan and addresses school improvement plan goals.

Professional development for teachers related to the media and technology program is included in the school-wide professional development plan.

Professional development for teachers related to the media and technology program is provided in isolation from the school-wide professional development plan.

Professional development for teachers related to the media and technology program is not provided.

MEDIA AND TECHNOLOGY PROFESSIONAL DEVELOPMENT

Media and technology personnel are provided professional development opportunities through local, state, and national conference/ workshop attendance that are a part of the school-wide professional development plan.

Media and technology personnel are provided professional development opportunities through local or state conference/ workshop attendance that are a part of the school-wide professional development plan.

Media and technology personnel are provided professional development opportunities through local or state conference/ workshop attendance.

Media and technology personnel are not provided professional development opportunities.

MATION ACCESS AND DELIVERY

 

OUTSTANDING

DEVELOPING

MINIMUM

BELOW MINIMUM

ACCESS TO RESOURCES – Access to resources regardless of ability or physical challenges

FLEXIBLE ACCESS (NOTE: does not apply to career technology education labs)

Computer lab and media center facilities and resources are available through flexible access.

Computer lab and media center facilities and resources are available on a fixed/ flex schedule for no more than a year, and a plan for implementing flexible access in the following year is in place.

Fixed/flexible access to computer lab and media center facilities and resources is provided.

Computer lab and media center facilities are available only on a fixed schedule.

ACCESS TO ELECTRONIC RESOURCES

The school’s electronic resources are available throughout the school before, during, and after school, as well as through remote access.

The school’s electronic resources are available throughout the school before, during, and after the school day.

The school’s electronic resources are available during the school day within the school library media center and computer labs.

The school’s electronic resources are available part of the school day from the school library media center and/or computer labs.

EQUITABLE ACCESS TO RESOURCES

The school’s media and technology resources are available school wide before, during, and after school.

The school’s media and technology resources are available school wide throughout the entire school day.

The school’s media and technology resources are available during the school day within the school library media center and computer labs.

The school’s media and technology resources are not available throughout the school day from the school library media center and/or computer labs.

EQUITY OF ACCESS (assistive/adaptive)

Equitable access to resources and facilities that exceed requirements of federal ADA and special education laws is provided for identified students and others with special needs.

Equitable access to resources and facilities that meet minimum requirements of federal ADA and special education laws is provided for identified students and others with special needs.

Equitable access to resources that meet minimum requirements of federal ADA and special education laws is provided for identified students.

Equitable access to resources and facilities is not provided for all students.

ORGANIZATION OF RESOURCES

All media and technology resources, including classroom sets, are cataloged and circulated using standard library conventions or a comparable tracking system.

All media and technology resources are cataloged and circulated using standard library conventions or a comparable tracking system.

Most media and technology resources are cataloged and circulated using standard library conventions or a comparable tracking system.

Resources are not cataloged and circulated using standard library conventions or a comparable tracking system.

top

INFORMATION ACCESS AND DELIVERY

 

OUTSTANDING

DEVELOPING

MINIMUM

BELOW MINIMUM

DESIGNING FACILITIES FOR TEACHING AND LEARNING – Adequate facilities to meet the instructional needs of teachers and the learning needs of students

AESTHETICALLY PLEASING ENVIRONMENT

Media and technology facilities provide an aesthetically pleasing and stimulating environment with numerous attractive decorations, current information displays, and student work/art.

Media and technology facilities provide an aesthetically pleasing environment with a variety of attractive decorations and displays and student work/art.

Media and technology facilities provide an aesthetically pleasing environment with some decorations and displays.

Media and technology facilities do not provide an aesthetically pleasing environment.

ADEQUATE FACILITY SPACE

Media and technology facility spaces meet 90% or more of the square footage recommendations in the IMPACT Guidelines.

Media and technology facility spaces meet 75% -89% of the square footage recommendations in the IMPACT Guidelines.

Media and technology facility spaces meet 50% - 74% of the square footage recommendations in the IMPACT Guidelines.

Media and technology facility spaces meet less than 50% of the square footage recommendations in the IMPACT Guidelines.

APPROPRIATE FURNISHINGS AND EQUIPMENT

90% or more of the media and technology furnishings and equipment meet IMPACT Guidelines.

75% -89% of the media and technology furnishings and equipment meet the IMPACT Guidelines.

50% - 74% of the media and technology furnishings and equipment meet the IMPACT Guidelines.

Less than 50% of the media and technology furnishings and equipment meet the IMPACT Guidelines.

PLANNING FOR NEW AND RENOVATED FACILITIES

Opportunities are provided for media and technology staff to play an ongoing and active role throughout the planning and construction of new, renovated, or repurposed facilities.

Opportunities are provided for media and technology staff to offer advice on a regular basis for the planning of new, renovated, or repurposed facilities.

Opportunities are provided for media and technology staff to make initial suggestions during the planning of new, renovated, or repurposed facilities.

Opportunities are not provided for media and technology staff to participate in the planning of new, renovated, or epurposed facilities.

TECHNOLOGY INFRASTRUCTURE/ EQUIPMENT

Technology infrastructure and equipment exceeds state technology plan standards and IMPACT Guidelines.

Technology infrastructure and equipment meets state technology plan standards and IMPACT Guidelines.

Technology infrastructure and equipment does not meet state technology plan standards but a plan has been developed to meet standards and IMPACT Guidelines.

Technology infrastructure and equipment does not meet state technology plan standards and a plan has not been developed to meet standards and IMPACT Guidelines.

top

PROGRAM ADMINISTRATION

 

OUTSTANDING

DEVELOPING

MINIMUM

BELOW MINIMUM

PLANNING THE PROGRAM – Planning to support program development

MEDIA AND TECHNOLOGY PLANNING

Short- and long-range plans are in place and continuously assessed and updated to ensure balance among all aspects of the media and technology program.

Short- and long-range plans are in place and assessed and updated at least once a year to ensure balance among all aspects of the media and technology program.

Short-range plans for the media and technology program are in place and assessed occasionally.

Only short-range plans for the media and technology program are in place and are not assessed.

MEDIA AND TECHNOLOGY ADVISORY COMMITTEE (MTAC) – Representative committee that guides media and technology program development

MEMBERSHIP

The MTAC meets and exceeds the membership recommendations outlined in the IMPACT Guidelines (e.g., community member, paraprofessional representative).

The MTAC meets most of the membership recommendations outlined in the IMPACT Guidelines.

The MTAC meets some of the membership recommendations outlined in the IMPACT Guidelines.

The MTAC does not meet the membership recommendations outlined in the IMPACT Guidelines.

MEETING FREQUENCY

The MTAC meets at least monthly to provide support for the planning and implementation of the media and technology program.

The MTAC meets at least quarterly to provide support for the planning and implementation of the media and technology program.

The MTAC meets occasionally to provide support for the planning and mplementation of the media and technology program.

The MTAC meets only as needed to react to a specific situation or problem.

MTAC RESPONSIBILITIES FOR PLANNING

MTAC participates in developing long-and short-term plans for the media and technology program at least quarterly.

MTAC participates in developing long-and short-term plans for the media and technology program at least twice a year.

MTAC participates in developing long-and short-term plans for the media and technology program at least once a year.

MTAC does not participate in developing long-and short-term plans for the media and technology program.

MTAC RESPONSIBILITIES FOR FORMAL ADVOCACY (See Advocacy and MTAC sections)

MTAC participates in developing, implementing, and continuously updating a comprehensive, research-based advocacy plan for the media and technology program.

MTAC has developed and is in the beginning phase of implementing a comprehensive, research-based advocacy plan for the media and technology program.

MTAC is in the process of developing a comprehensive, research-based advocacy plan for the media and technology program.

MTAC does not participate in developing an advocacy plan for the media and technology program.

top

PROGRAM ADMINISTRATION

 

 

OUTSTANDING

DEVELOPING

MINIMUM

BELOW MINIMUM

MEDIA AND TECHNOLOGY ADVISORY COMMITTEE (MTAC) – continued

MTAC RESPONSIBILITIES FOR INFORMAL ADVOCACY

The MTAC informally communicates the role of the media and technology program in supporting instruction and promoting student achievement on a continuous basis.

The MTAC informally communicates the role of the media and technology program in supporting instruction and promoting student achievement at scheduled meetings and events.

The MTAC informally communicates the role of the media and technology program in supporting instruction and promoting student achievement in response to challenges that would compromise the program, e.g., budget cuts, reversion to fixed scheduling, cutting staff, etc.

The MTAC does not communicate the role of the media and technology program.

MTAC RESPONSIBILITIES FOR COLLECTION DEVELOPMENT

The MTAC provides input for an up-to-date and well-balanced media and technology collection on a continuous basis.

The MTAC provides input for an up-to-date and well-balanced media and technology collection through regularly scheduled MTAC meetings.

The MTAC provides input for an up-to-date and well-balanced media and technology collection once a year.

The MTAC does not provide input for an up-to-date and well-balanced media and technology collection.

MTAC RESPONSIBILITIES FOR BUDGET

The MTAC is actively involved in developing and advocating for a budget plan for the media and technology program that is prioritized, justified, and includes school-based and additional funding sources.

The MTAC is actively involved in developing a budget plan for the media and technology program that is prioritized, justified, and includes school-based and additional funding sources.

The MTAC is actively involved in developing a budget plan, representing school-based and additional funding sources, for the media and technology program.

The MTAC is not involved in developing a budget plan for the media and technology program.

MTAC RESPONSIBILITIES FOR DE-SELECTION (WEEDING) OF THE COLLECTION

The MTAC is involved in making recommendations for removing items from the entire collection that are outdated and no longer support the curriculum.

The MTAC is involved in making recommendations for removing items from most areas of the collection that are outdated and no longer support the curriculum.

The MTAC is involved in making recommendations for removing items from some areas of the collection that are outdated and no longer support the curriculum.

The MTAC is not involved in making recommendations for removing items from the collection.

top

PROGRAM ADMINISTRATION

 

 

OUTSTANDING

DEVELOPING

MINIMUM

BELOW MINIMUM

POLICIES AND PROCEDURES – Framework for program implementation

POLICIES AND PROCEDURES

System-level and school-level media and technology policies and procedures based on the IMPACT Guidelines are followed.

System-level policies and procedures based on the IMPACT Guidelines are followed and school-level policies and are being developed.

System-level media and technology policies and procedures are followed.

System-level policies and procedures are not followed.

REVIEW/REVISION OF POLICIES AND PROCEDURES

All policies/procedures related to the media and technology program are reviewed and revised on a regularly scheduled basis.

Most policies/ procedures related to the media and technology program are reviewed and revised on a regularly scheduled basis.

Some policies/ procedures related to the media and technology program are reviewed and revised on a regularly scheduled basis.

Policies/procedures related to the media and technology program are not reviewed and revised on a regularly scheduled basis.

COMMUNICATION OF POLICIES AND PROCEDURES STAFF

Media and technology policies are communicated to the entire staff through meetings, documentation, and professional development.

Media and technology policies are communicated to the entire staff through meetings and documentation.

Media and technology policies are communicated to the entire school staff through documentation.

Media and technology policies are not communicated to the school staff.

COMMUNICATION OF POLICIES – EDUCATION COMMUNITY

Media and technology policies are communicated to the education community through meetings and documentation on an ongoing basis.

Media and technology policies are communicated to the education community through meetings and documentation annually.

Media and technology policies are communicated to the education community through documentation annually.

Media and technology policies are not communicated to the education community.

top

PROGRAM ADMINISTRATION

 

OUTSTANDING

DEVELOPING

MINIMUM

BELOW MINIMUM

HIGH QUALITY COLLECTION OF RESOURCES – Appropriate range of resources in a variety of formats to meet the needs of teachers and students

BUDGET

An operational budget is provided for maintaining all resources that includes Total Cost of Ownership (TCO) and that meets the needs of anticipated growth.

An operational budget is provided for maintaining all resources that includes Total Cost of Ownership (TCO) and a budget plan for anticipated growth is in development.

An operational budget is provided for maintaining all resources that includes Total Cost of Ownership (TCO).

An operational budget is not provided for maintaining resources.

HIGH QUALITY COLLECTION

A high quality and well-balanced collection of current resources is provided that aligns to the curriculum and that supports teaching and learning.

Most areas of the collection represent high quality, current resources that align to the curriculum and support teaching and learning.

Some areas of the collection represent current resources that align to the curriculum and support teaching and learning.

The collection of resources does not provide high quality resources and does not support the curriculum.

CURRENCY OF THE BOOK COLLECTION

The average copyright age of the book collection is within 10 years of the current calendar year.

The average copyright age of the book collection is within 12 years of the current calendar year.

The average copyright age of the book collection is within 16 years of the current calendar year.

The average copyright age of the book collection is more than 16 years from the current calendar year.

QUALITY OF THE BOOK COLLECTION

The collection provides 20+ books per student.

The collection provides 15-19 books per student.

The collection provides 10-14 books per student.

The collection provides fewer than 10 books per student.

DIVERSE COLLECTION

A collection of resources is provided that meets the needs of learners with diverse learning styles, cultural backgrounds, and physical challenges.

A collection of resources is provided.that meets the needs of most learners with diverse learning styles, cultural backgrounds, and physical challenges.

A collection of resources is provided.that meets the needs of some learners with diverse learning styles, cultural backgrounds, and physical challenges.

A collection of resources is not provided.that meets the needs of learners with diverse learning styles, cultural backgrounds, and physical challenges.

COLLECTION DEVELOPMENT PLAN

The MTAC provides input for the long-range (3-5 year) collection development plan for an up-to-date and well-balanced media and technology collection that is revised annually.

A long-range (3-5 year) collection development plan for an up-to-date and well-balanced media and technology collection is in place and revised annually.

A long-range (3-5 year) collection development plan for an up-to-date and well-balanced media and technology collection is in place.

A long-range (3-5 year) collection development plan for an up-to-date and well-balanced media and technology collection is not in place.

INVENTORY

Annual inventories of media and technology resources are conducted and shared with the MTAC to determine needs for additional resources.

Annual inventories of media and technology resources are conducted and used to determine needs for additional resources.

Annual inventories of media and technology resources are conducted.

Annual inventories of media and technology resources are not conducted.

top

PROGRAM ADMINISTRATION

 

OUTSTANDING

DEVELOPING

MINIMUM

BELOW MINIMUM

EVALUATION – Documentation demonstrating the effectiveness of the media and technology program

PROGRAM EVALUATION

Working with the MTAC, qualitative and quantitative measures are used to document and evaluate how media and technology resources and program initiatives meet the needs of students and staff.

Qualitative and quantitative measures are used to document and evaluate how media and technology resources and program initiatives meet the needs of students and staff.

Quantitative measures are used to document and evaluate how media and technology resources and program initiatives meet the needs of students and staff.

Data is not used to evaluate how media and technology resources and program initiatives meet the needs of students and staff.

STAFFING – Personnel resources needed to support the media and technology program

ADEQUATE STAFFING (See Personnel Chart below**)

Media and technology programs are fully staffed as recommended.**

Media and technology programs are in the process of fully staffing media and technology programs as recommended.**

Plans are in place with an implementation timeline to fully staff media and technology programs as recommended.**

Media and technology programs are not fully staffed as recommended.**

top

PROGRAM ADMINISTRATION PERSONNEL CHART**

ADM

Recommended minimum staffing for each school based on average daily membership (ADM)

1-500

• 1 full-time library media coordinator • 1/2 media assistant • 1 full-time technology facilitator • 1/2 technology assistant

501-1000

• 1 full-time library media coordinator • 1 full-time media assistant • 1 full-time technology facilitator • 1 full-time technology assistant.

1001-1500

• 2 full-time library media coordinators • 1 1/2 media assistants • 2 full-time technology facilitators • 1 1/2 full-time technology assistants

1501-2000

• 2 full-time library media coordinators. • 2 full-time media assistants • 2 full-time technology facilitators • 2 full-time technology assistants

top

SYSTEM-LEVEL LEADERSHIP AND SUPPORT EVALUATION RUBRICS

NOTE: “Most” represents more than half and “some” represents less than half. Terms designated with an asterisk* are defined at the end of the document.

TEACHING AND LEARNING (SYSTEM-LEVEL)

 

OUTSTANDING

DEVELOPING

MINIMUM

BELOW MINIMUM

CURRICULUM INVOLVEMENT – Ensuring the integration of information and computer/technology skills

PROMOTING BEST PRACTICE

Leadership continuously promotes a collaborative environment that incorporates best practices* for instruction, provides up-to-date resources, and shares information with others outside of the school system.

Leadership continuously promotes a collaborative environment that incorporates best practices* for instruction and provides up-to-date resources.

Leadership promotes a collaborative environment that incorporates best practices* for instruction.

Leadership does not promote a collaborative environment that incorporates best practices* for instruction.

INTEGRATION OF MEDIA AND TECHNOLOGY

Leadership supports curriculum integration of information and computer/technology skills across all curriculum areas and grade levels.

Leadership supports curriculum integration of information and computer/technology skills across most curriculum areas and grade levels.

Leadership supports curriculum integration of information and computer/technology skills across core curriculum areas* and some grade levels.

Leadership does not support curriculum integration of information and computer/technology skills across subject areas and grade levels.

COLLABORATION – Strengthening media and technology programs by working with a variety of individuals and organizations

COLLABORATION BETWEEN LEVELS

Leadership continuously promotes communication and collaboration between system-level curriculum/program directors and school-based administrators.

Leadership frequently promotes communication and collaboration between system-level curriculum/program directors and school-based administrators.

Leadership occasionally promotes communication between system-level curriculum/program directors and school-based administrators.

Leadership does not promote communication between system-level curriculum/program directors and school-based administrators.

COLLABORATION WITH COMMUNITY RESOURCES

Partnerships are continuously developed with business, civic, and community groups to provide resources for instruction and to implement collaborative initiatives in schools (e.g., volunteer speakers and tutors; field trip opportunities).

Partnerships are developed occasionally with business, civic, and community groups to provide resources for instruction (e.g., volunteer speakers and tutors; field trip opportunities).

A plan is being developed to work with business, civic, and community groups to give these organizations opportunities to provide resources for instruction.

No efforts are made to work with business, civic, and community groups.

top

TEACHING AND LEARNING (SYSTEM-LEVEL)

 

OUTSTANDING

DEVELOPING

MINIMUM

BELOW MINIMUM

PROFESSIONAL DEVELOPMENT – Appropriate professional development provided for individual growth

PROFESSIONAL DEVELOPMENT

All professional development for teachers related to the media and technology program is included in the system-wide professional development plan.

Most professional development for teachers related to the media and technology program is included in the system-wide professional development plan.

Some professional development for teachers related to the media and technology program is included in the system-wide professional development plan.

Professional development for teachers related to the media and technology program is not included in the system-wide professional development plan.

top

INFORMATION ACCESS AND DELIVERY  (SYSTEM-LEVEL)

 

 

OUTSTANDING

DEVELOPING

MINIMUM

BELOW MINIMUM

INFRASTRUCTURE AND CONNECTIVITY –  Ensuring equity of access to resources

STANDARDIZATION OF TECHNOLOGY RESOURCES

System-wide guidelines for the standardization of all technology resources are in place

System-wide guidelines for the standardization of most technology resources are in place.

System-wide guidelines for the standardization of some technology resources are in place.

System-wide guidelines for the standardization of technology resources are not in place.

TECHNOLOGY INFRASTRUCTURE, EQUIPMENT, AND CONNECTIVITY

System-wide technology infrastructure, equipment, and connectivity exceeds state technology plan standards and IMPACT Guidelines.

System-wide technology infrastructure, equipment, and connectivity meets state technology plan standards and IMPACT Guidelines.

A plan has been developed for system-wide technology infrastructure, equipment, and connectivity that meets state technology plan standards and IMPACT Guidelines.

A plan has not been developed for system-wide technology infrastructure, equipment, and connectivity that meets state technology plan standards and IMPACT Guidelines.

EQUITY OF ACCESS (assistive/adaptive)

Equitable access to resources and facilities that meet requirements of federal ADA and special education laws is provided for all schools with identified students and others with special needs.

Equitable access to resources and facilities that meet minimum requirements of federal ADA and special education laws is provided for some schools with identified students and others with special needs.

Equitable access to resources that meet minimum requirements of federal ADA and special education laws is provided only for schools with identified students.

Equitable access to resources and facilities is not provided for all students.

top

INFORMATION ACCESS AND DELIVERY  (SYSTEM-LEVEL)

 

OUTSTANDING

DEVELOPING

MINIMUM

BELOW MINIMUM

NEW AND RENOVATED FACILITIES – Ensuring adequate facilities for system-wide media and technology programs

PLANNING AND CONSTRUCTION OF NEW AND RENOVATED FACILITIES

System-level media and technology personnel play an active and ongoing role throughout the planning and construction of new, renovated, or repurposed facilities, in collaboration with building-level personnel.

System-level media and technology personnel offer advice on a regular basis for the planning of new, renovated, or repurposed facilities.

System-level media and technology personnel make initial suggestions during the planning of new, renovated, or repurposed facilities.

System-level media and technology personnel do not participate in the planning of new, renovated, or repurposed facilities.

top

PROGRAM ADMINISTRATION  (SYSTEM-LEVEL)

 

OUTSTANDING

DEVELOPING

MINIMUM

BELOW MINIMUM

ADVOCACY – Leadership promotes system-wide media and technology programs

FORMAL ADVOCACY

A comprehensive, research-based advocacy plan for the role of media and technology programs in supporting instruction and promoting student achievement is implemented and updated.

A comprehensive, research-based advocacy plan for the role of media and technology programs in supporting instruction and promoting student achievement has been developed and is in the beginning phase of implementation.

A comprehensive, research-based advocacy plan for the role of media and technology programs in supporting instruction and promoting student achievement is in the process of being developed.

A comprehensive, research-based advocacy plan for the role of media and technology programs in supporting instruction and promoting student achievement has not been developed.

INFORMAL ADVOCACY

The role of media and technology programs in supporting instruction and promoting student achievement is communicated continuously throughout the community.

The role of media and technology programs in supporting instruction and promoting student achievement is communicated at scheduled meetings and events.

The role of media and technology programs in supporting instruction and promoting student achievement is communicated in response to challenges that would compromise the program.

The role of media and technology programs in supporting instruction and promoting student achievement is not communicated.

top

PROGRAM ADMINISTRATION  (SYSTEM-LEVEL)

 

OUTSTANDING

DEVELOPING

MINIMUM

BELOW MINIMUM

POLICIES AND PROCEDURES – Leadership provides framework for system-wide media and technology program implementation

DEVELOPMENT OF POLICIES AND PROCEDURES

All system-level policies/procedures related to the media and technology program are based on the IMPACT Guidelines and all are aligned with state and federal laws and regulations.

Most system-level policies/procedures related to the media and technology program are based on the IMPACT Guidelines and all are aligned with state and federal laws and regulations.

Some system-level policies/procedures related to the media and technology program are based on the IMPACT Guidelines and all are aligned with state and federal laws and regulations.

Policies/procedures related to the media and technology program are not aligned with state and federal laws and regulations or IMPACT Guidelines.

REVIEW/REVISION OF POLICIES AND PROCEDURES

Review and revision of all policies/procedures related to the media and technology program are conducted on a regularly scheduled basis.

Review and revision of most policies/ procedures related to the media and technology program are conducted on a regularly scheduled basis.

Review and revision of some policies/ procedures related to the media and technology program are conducted on a regularly scheduled basis.

Review and revision of policies/procedures related to the media and technology program are not conducted.

COMMUNICATION OF POLICIES AND PROCEDURES

All media and technology policies and procedures are communicated consistently throughout the school system annually.

Most media and technology policies and procedures are communicated throughout the school system annually.

Some media and technology policies and procedures are communicated throughout the school system annually.

Media and technology policies and procedures are not communicated throughout the school system annually.

top

PROGRAM ADMINISTRATION  (SYSTEM-LEVEL)

 

OUTSTANDING

DEVELOPING

MINIMUM

BELOW MINIMUM

PLANNING - Planning to support program development

TECHNOLOGY PLAN

A system-level technology plan is in place and assessed as required by state legislation and IMPACT Guidelines and monitored at scheduled intervals to assure forward progress.

A system-level technology plan is in place and assessed as required by state legislation and IMPACT Guidelines and monitored occasionally to assure forward progress.

A system-level technology plan is in place and assessed as required by state legislation and IMPACT Guidelines.

A system-level technology plan is not in place.

PLANNING FOR TECHNOLOGY

The system-level technology plan is developed with input from representatives of all stakeholder groups: administrators, teachers, technology facilitators, media coordinators, parents/ community members, and students.

The system-level technology plan is developed with input from representatives of most stakeholder groups: administrators, teachers, technology facilitators, media coordinators, parents/ community members, and students.

The system-level technology plan is developed with input from representatives of some stakeholder groups: administrators, teachers, technology facilitators, media coordinators, parents/ community members, and students.

The system-level technology plan is developed without input from stakeholders.

COLLECTION DEVELOPMENT

Building-level collection development plans (created with input from the MTAC) for up-to-date and well-balanced media and technology collections are in place for all schools and revised annually.

Building-level collection development plans for up-to-date and well-balanced media and technology collections are in place for all schools and revised annually.

Building-level collection development plans for up-to-date and well-balanced media and technology collections are in place for all schools.

Building-level collection development plans for up-to-date and well-balanced media and technology collections are not in place for all schools.

top

PROGRAM ADMINISTRATION  (SYSTEM-LEVEL)

 

OUTSTANDING

DEVELOPING

MINIMUM

BELOW MINIMUM

BUDGET – Leadership for the provision of adequate funding to support system-wide media and technology programs

BUDGET

Every school has an operational budget for maintaining all media and technology resources that includes Total Cost of Ownership (TCO), and a budget plan for anticipated growth.

Every school has an operational budget for maintaining all media and technology resources that includes Total Cost of Ownership (TCO), and a budget plan for anticipated growth that is in development.

Every school has an operational budget for maintaining all media and technology resources that includes Total Cost of Ownership (TCO).

Schools do not have an operational budget for maintaining all media and technology resources.

ADDITIONAL FUNDING SOURCES

Every school is continuously made aware of additional media and technology funding sources, and support is offered and provided throughout the application process.

Every school is frequently made aware of additional media and technology funding sources and has the support needed to apply for these funds when requested.

Every school is made aware of additional media and technology funding.

Schools are not made aware of additional media and technology funding sources.

PROGRAM EVALUATION – Leadership and vision for evaluating the effectiveness of system-wide media and technology programs

DATA COLLECTION

System-wide data from quantitative and qualitative measures related to media and technology programs is aggregated, analyzed, and disseminated to system-level administrators, curriculum staff, school board, and community members when appropriate.

System-wide data from quantitative and qualitative measures related to media and technology programs is aggregated and analyzed.

System-wide data from quantitative and qualitative measures related to media and technology programs is aggregated.

System-wide quantitative data related to media and technology programs is aggregated.

USING DATA FOR RECOMMENDATIONS

System-level staff and building-level media and technology representatives team with teachers to use analyzed quantitative and qualitative data to make recommendations for media and technology programs system-wide.

System-level staff and building-level media and technology representatives use analyzed quantitative and qualitative data to make recommendations for media and technology programs system-wide.

System-level staff use an