TECHNOLOGY PLAN:

The Maturity Model Benchmarks allow you to pinpoint the progress of your campus in the behaviors and resources needed for the effective use of technology.

Administration Filter
Curricular Filter
Support Filter
Connectivity Filter
Innovation Filter

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Administrative Filter
		Emergent	Islands	Integrated	Intelligent
Policy	Behavioral	Appropriate technology use is considered, but is informal and inconsistent.	Appropriate technology use is formalized, but is mostly ignored by many in the school.	Appropriate technology use is formalized and embraced in many parts of the school.	Appropriate technology use policy is formalized and fully supported at all levels of the organization.
Policy	Resource/ Infrastructure	No technology policy exists.	Some policy exists, loosely articulated and mostly informal, with no formal approval.	Formal policy exists, but is not comprehensive in nature, or has not been approved by the governing body.	Comprehensive policy exists and has been approved by the organization's governing body.
Planning	Behavioral	Informal planning process, isolated to projects, and is budget driven.	Formal planning takes place, but is isolated to specific projects with some connection to other planning efforts.	School wide comprehensive planning receives informal review, and is connected to other planning efforts.	School wide comprehensive planning with formal evaluation and connected to other planning within the school and district.
Planning	Resource/ Infrastructure	Informal plan.	Formal plan with isolated implementation and little or no connection to other planning efforts.	Comprehensive technology plan that receives informal review and some connection to planning efforts.	Comprehensive technology plan with formal evaluation and connection to planning in the school and district.
Budget	Behavioral	Some policy exists, loosely articulated and mostly informal with no formal approval.	Formal technology budgeting process with higher priority, but with relatively simple researching.	Technology budgeting process with high priority. Multiple budgets considered, but long term budgeting is not.	Comprehensive long term budgeting for the institution. Multiple budgets including upgrades, etc.
Budget	Resource/ Infrastructure	Little budget allocated for technology.	Specific technology budget provided, but other budgets not considered for technology.	Specific technology budget provided in addition to line items in other budgets.	Specific budget provided in addition to line items in other budgets for long term budget needs.
Administrative Information	Behavioral	Administrative systems are utilized by few staff, primarily benefiting administration.	Administrative systems are utilized by many staff, but are not integrated into regular practice.	Administrative systems are utilized by most staff, some paper-less systems are in place.	The daily use of electronic systems is required for support activities. Paper systems are replaced.
Administrative Information	Resource/ Infrastructure	Administrative systems are available to administration and/or a few staff only.	Administrative systems are available to many administrators and staff.	Administrative systems are available to most administrators and staff.	Administrative systems are available to all administrators and staff

Curricular Filter
		Emergent	Islands	Integrated	Intelligent
Electronic Information	Behavioral	Staff and students rarely depend upon electronic resources and use them sporadically.	Students and staff are somewhat dependent upon information resources and utilize them often.	Students and staff are very dependent upon information resources, and utilize them regularly.	Students and staff are heavily dependent upon information resources and use them daily.
Electronic Information	Resource/ Infrastructure	Resources are scarce, limited to materials like electronic encyclopedias. Few students have access.	Resources are beyond basic, but lack depth and are not available to all areas of the school.	Resources are fairly comprehensive providing depth or diversity, but not both. Access is available to most.	Resources are comprehensive providing depth and diversity. All students have regular access.
Assessment	Behavioral	Few staff and no students use technology for assessment of student work.	Used by many of the staff and some of the students for the assessment of work and self assessment.	Used by most of the staff and many students for the assessment of work and self assessment.	Technology is an essential part of the assessment process for students, teachers, and parents.
Assessment	Resource/ Infrastructure	Electronic tools are rarely used for assessment and are not readily available.	Some assessment and reporting tools are available, with a focus on traditional assessment measures.	Many assessment and reporting tools are available , with tools limited in scope and availability.	Fully integrated assessment and reporting tools are available for student and staff use.
Curriculum Integration	Behavioral	Some of the technology is used in the curriculum on a limited basis.	Curriculum somewhat dependent on technology and used in multiple ways.	Curriculum very technology dependent and used comprehensively throughout.	Technology and related resources are available for all curricular areas.
Curriculum Integration	Resource/ Infrastructure	Technology is limited to only a few curricular areas.	Technology related resources are available for some curricular areas.	Technology and related resources are available for most curricular areas.	Technology and related resources are available for all curricular areas.
Teacher Use	Behavioral	Occasional use by teachers for curriculum enrichment and material generation.	Regular use by teachers, but not integrated into daily work.	Daily use by teachers for administration and curriculum.	Teacher's work not possible without technology.
Teacher Use	Resource/ Infrastructure	Few teachers have access to appropriate technology in their work area.	Some teachers have access to appropriate technology in their work area.	Most teachers have access to appropriate technology in their work area.	Every teacher has access to appropriate technology in their work area.
Student Use	Behavioral	Student use of technology is sporadic, primarily for remediation and enrichment.	Students use technology often, but in limited ways.	Students use technology frequently and comprehensively, but outcomes are not dependent on its use.	Students use technology frequently and comprehensively, and cannot meet outcomes without it.
Student Use	Resource/ Infrastructure	Few students have consistent and regular access to appropriate technologies.	Some students have consistent and regular access to appropriate technologies	Most students have consistent and regular access to appropriate technologies	All students have consistent and regular access to appropriate technologies.


Support Filter
		Emergent	Islands	Integrated	Intelligent
Stakeholder Involvement	Behavioral	Some of the groups are aware of the planning and implementation process, but few are engaged in the process.	Many of the groups are aware of the planning and implementation process, but few are engaged in the process.	Most of the groups are aware of the planning and implementation process, and many are engaged in the process	All of the groups are aware of the planning and implementation process, and are engaged in the process.
Stakeholder Involvement	Resource/ Infrastructure	Few groups are represented in the planning and implementation process.	Many of the groups are represented in the planning and implementation process.	Most of the groups are represented in the planning and implementation process.	All of the groups are represented in the planning and implementation process.
Administrative Support	Behavioral	Support is limited to peripheral discussion, but no involvement.	Peripheral involvement by the administration in planning, practice, and implementation.	Ongoing discussion with the administration.	Extensive administration involvement in the planning, practice, and implementation.
Administrative Support	Resource/ Infrastructure	No formal administration, time and support allocated to the planning and implementation process.	Little formal administration, time and support allocated to the planning and implementation process.	Some formal administration, time and support allocated to the planning and implementation process.	Significant formal administration, time and support allocated to the planning and implementation process
Training	Behavioral	Few staff participate in technology training activities.	Many staff participate in technology training activities.	Most staff participate in technology training activities.	All staff participate in technology training activities. and seek additional training.
Training	Resource/ Infrastructure	Limited formal training.	Ongoing formal training provided by limited personnel.	Ongoing teacher training provided by site and district resources	Training at all levels of the organization, with area experts in each building.
Technical & Infrastructure Support	Behavioral	Few staff utilize formal and informal support.	Many staff utilize formal and informal support.	Most staff utilize formal and informal support.	All staff utilize formal and informal support to find help efficiently.
Technical & Infrastructure Support	Resource/ Infrastructure	No formal technical assistance. Users are on their own to find help.	Limited formal technical assistance, usually a mentor, teacher, consultant. etc.	Formal technical assistance provided through staff release time, hired help, and/or formal district support.	Full-time personnel to address all technical support needs.

Connectivity Filter
		Emergent	Islands	Integrated	Intelligent
Local Area Networking	Behavioral	Staff and students use available network sporadically, usually only for print sharing and limited data.	Staff and students use available networks often, but use is unsophisticated and limited.	Staff use is limited to data, but is extensive and sophisticated.	Staff use available WAN services for video, voice, and sophisticated data needs.
Local Area Networking	Resource/ Infrastructure	No networking in place, or limited, slow speed networking for print sharing.	High-speed networking, limited to isolated areas.	High-speed networking with access to all working environments.	Networking comprehensive sand expandable for data, voice, and video.
District Area Networking (WAN)	Behavioral	Little or no use of area services exists.	Staff use district services often, but in very traditional and basic manners.	Staff use is limited to data, but is extensive and sophisticated.	Staff use available WAN services for video, voice, and sophisticated data needs.
District Area Networking (WAN)	Resource/ Infrastructure	Little or no district area networking infrastructure, with little or no applications and available data.	Limited district-area networking through dial-up services or dedicated lines. Applications and data are limited.	District area networking infrastructure with dedicated, high speed lines, several data services are available.	Comprehensive network services with high-speed lines, voice, video, and data capacity. data services available.
Internet Access	Behavioral	Few staff and students use the Internet frequently, and curriculum integration is not apparent.	Many staff and students use the Internet frequently, and curriculum integration is limited	Most staff and students use the Internet frequently. Use is integrated into the curriculum.	All staff and students use the Internet extensively for video, voice, and sophisticated data needs.
Internet Access	Resource/ Infrastructure	No Internet access.	Limited Internet access via dial-up lines.	Direct LAN Internet access in some locations.	Direct Internet access to all locations.
Communication Systems	Behavioral	E-mail is used sporadically with little or no impact on communication.	E-mail is used often, but has no significant impact on the communication process.	E-mail is used frequently to form administrative and learning activities.	E-mail is an integral part of the school learning and support communications.
Communication Systems	Resource/ Infrastructure	E-mail is available to some staff, and few or no students.	E-mail is available to most staff, and some students.	E-mail is available to all staff, and many students.	E-mail is available to all staff, and students.

Innovation Filter
		Emergent	Islands	Integrated	Intelligent
New Technologies	Behavioral	New technologies are readily rejected by staff, with few opportunities for experimentation.	New technologies are accepted by many staff, although opportunities for experimentation are limited.	New technologies are readily accepted by most staff.	Systematic adaptation of technologies throughout the school
New Technologies	Resource/ Infrastructure	New technologies are readily rejected with implementation limited to a few areas and staff.	New technologies are readily accepted by many staff with little implementation.	New technologies are readily accepted by the staff with moderate implementation.	Systematic adoption of new technologies throughout the school.
Comprehensive Technologies	Behavioral	Technology is limited to computers, VCRs, overheads, etc.	Technology is becoming more comprehensive including, A/V, digitizing and scanning.	Technology is fairly comprehensive, but lacks more advanced techniques.	Comprehensive Technology readily available - including video conferencing, voice recognition, etc.
Comprehensive Technologies	Resource/ Infrastructure	Available technology is limited and under utilized.	Available technology utilization is limited to one or two types of technology for most staff and students.	Available technology is used including voice, etc., but equipment has not reached full potential.	Available technology is used very comprehensively, incorporating video, etc. into regular practice.

Technology Plan Index