TECHNOLOGY: We use technology to improve student performance.

Sustaining: Demonstration of proficiency has been completed in all core areas. Opportunities are provided for technology use to the learning community. Participation in continual training includes the instruction of technology coursework. The impact of technology on student achievement is regularly evaluated. Technology use is integrated and cross-curricular. Students in this classroom are proficient in using word, power point, and the internet for RAP projects.

Developing: Demonstration of proficiency has been completed in a majority of the core areas. Opportunities are provided for technology use to students and parents. Participation in continual training at the district and school level. Instructional methods have been reorganized to include technology in all curricular areas. Students in this classroom are using word, power point and the internet for RAP projects.

Beginning: Demonstration of proficiency has been completed in one core area. Opportunities are provided for technology use to students. Participation in technology training is focused on the core areas. Methods of technology use have been identified to enhance instruction. Technology is used as a station in at least one curricular area. Students are exposed, through instructional modeling, to technology and the RAP process.

Entry: Initial stages of training in the core areas have begun. There are opportunities for student use of technology. The teacher has begun to explore the uses of technology within their classroom. Technology applications are primarily focused on software use.

• How do I evaluate the impact of technology on student achievement?
• How do I expand the use of technology from teacher to student to community?
• Is technology a component of my planning procedures?
• Are technology assignments aligned with both district objectives and state learning standards?