Scores on each element will range from 1 to 4. Rubric comparison points are awarded as follows for each level of technology implementation:
1 point = Early (Starting) Technology
2 points = Developing Technology
3 points = Advanced (Prepared) Technology
4 points = Target Computing (i.e., exemplary implementation)
A total classification score is calculated for each of the four implementation areas by adding the scores across the six elements. Thus, scores in each implementation area of the rubric can be a maximum of 24 points. These scores are then classified into one of four categories. A score of 21 to 24 points is considered “target,” while a score of 15 to 20 points is “advanced/prepared.” A classification of “developing” is assigned to a score of 9 to 14 points, and fewer than 9 points is considered “early/starting.”
Using the Score Chart to Complete the Rubric
Using the elements from the Friday Institute 1:1 Implementation Rubric, the NowPLAN-T evaluator created the score chart below in Table B.5. The evaluator explained that to complete the rubric, you needed to consider each of the four implementation areas separately. For each implementation area, you would decide where the classroom’s technology use and experience falls on each of the six elements comprising that dimension.
Each element has one or two characteristics that describe each level of technology implementation. These bulleted characteristics were developed by research staff at the Friday Institute and are shown in 1:1 Implementation Rubric in tables 22 through 25. Note that all characteristics describing a level of technology implementation must be achieved for points to be awarded for that level. For example, if both characteristics for the developing level accurately describe a classroom but characteristics for higher levels would not be accurate descriptions, then you grade that classroom as Developing. Use the score chart to record your scores, calculate the total score, and identify the classification level of implementation for each implementation area.
Table 20: 1:1 Implementation Rubric: NowPLAN-T Score Chart
Implementation Area
Element of Reflection
Ea rly
De ve
lo pi
ng
Ad va
nc ed
Ta rg
et TOTAL
(6-24)
Classification
(Circle One)
Curriculum & Instruction (CI)
CI1: Classroom Use 1 2 3 4 Target
Advanced CI2: Access to Digital Content 1 2 3 4
149
Implementation Area
Element of Reflection
Ea rly
De ve
lo pi
ng
Ad va
nc ed
Ta rg
et TOTAL
(6-24)
Classification
(Circle One)
CI3: Content Area Connections 1 2 3 4 Developing
Early CI4: Technology Applications 1 2 3 4
CI5: Student Mastery of Technology Applications
1 2 3 4
CI6: Web-based Lessons 1 2 3 4
Infrastructure & Technical Support (IA)
IA1: Students: Computer 1 2 3 4 Target
Advanced
Developing
Early
IA2: Access/Connectivity 1 2 3 4
IA3: Classroom Technology 1 2 3 4
IA4: Technical Support 1 2 3 4
IA5: LAN/WAN 1 2 3 4
IA6: Student Access to Distance Learning
1 2 3 4
Leadership, Administration, & Instructional Support (LA)
LA1: Leadership and Vision 1 2 3 4 Target
Advanced
Developing
Early
LA2: Planning 1 2 3 4
LA3: Instructional Support 1 2 3 4
LA4: Communication and Collaboration
1 2 3 4
LA5: Sustainability 1 2 3 4
LA6: Policy 1 2 3 4
Professional Development (PD)
PD1: Professional Development Experiences
1 2 3 4 Target
Advanced
Developing
Early
PD2: Models of Professional Development
1 2 3 4
PD3: Educator Capability 1 2 3 4
PD4: Participation in Technology- Driven Professional Development
1 2 3 4
150
Implementation Area
Element of Reflection
Ea rly
De ve
lo pi
ng
Ad va
nc ed
Ta rg
et TOTAL
(6-24)
Classification
(Circle One)
PD5: Levels of Understanding 1 2 3 4
PD6: Student Training 1 2 3 4
In the following pages, Table 21 shows the score chart developed by research staff at the Friday Institute. The chart developed by the Friday Institute with bulleted characteristics for curriculum and instruction is presented in Table 22; for infrastructure and technical support in Table 23; for leadership, administration, and instructional support in Table 24; and for professional development in Table 25.
