Classroom Technology Mini-Grants Proposal Assessment Rubric |
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Exemplary: Demonstrates superior quality worthy of imitation and commendable enough to serve as a model. | 5 | ||||||||
Satisfactory: Demonstrates basic or adequate quality of substance and fulfills all requirements to the average. | 4 | ||||||||
Sufficient: Demonstrates partial quality adequate for the purpose and enough to fulfill the requirements but without being abundant in substance. | 3 | ||||||||
Inadequate: Does not demonstrate adequate substance and is not sufficient to meet the requirements. | 1 | ||||||||
No Basis: Does not demonstrate quality or substance is not recognizably present. | 0 | ||||||||
Project Title: | 0 | 1 | 3 | 4 | 5 | ||||
type project title here | No Basis | Inadequate | Sufficient | Satisfactory | Exemplary | Score | |||
Essential Question | 10 | Points | 0 | 0.0% | |||||
The proposal contains an essential question which probes for deeper meaning and broader understanding of the content addressed by this project. | 0 | 1 | 3 | 4 | 5 | ||||
The essential question fosters the development of higher order thinking and problem solving. | 0 | 1 | 3 | 4 | 5 | ||||
Project Description | 10 | Points | 0 | 0.0% | |||||
The proposal includes a brief abstract of the project summarizing the purpose and goals. | 0 | 1 | 3 | 4 | 5 | ||||
The proposal describes how technology will be integrated into the design to improve student learning. | 0 | 1 | 3 | 4 | 5 | ||||
Goals and Objectives | 10 | Points | 0 | 0.0% | |||||
The proposal describes specific goals and objectives that relate to the essential question. | 0 | 1 | 3 | 4 | 5 | ||||
The proposal explains how those goals will be achieved by the project. | 0 | 1 | 3 | 4 | 5 | ||||
Need | 10 | Points | 0 | 0.0% | |||||
The proposal describes the determination of need for the project that demonstrates its relationship to student achievement. | 0 | 1 | 3 | 4 | 5 | ||||
The needs description includes one or more examples of data that support the rationale of need for the project, such as NECAP assessment or other data. | 0 | 1 | 3 | 4 | 5 | ||||
Standards Alignment | 20 | Points | 0 | 0.0% | |||||
Activities are aligned to a primary content area (i.e., Language Arts, Mathematics, Science, Social Studies, The Arts, or World Languages) and at least one standard to be addressed is identified. | 0 | 1 | 3 | 4 | 5 | ||||
Activities are aligned to at least one secondary content area (i.e., Language Arts, Mathematics, Science, Social Studies, The Arts, or World Languages), and at least one secondary standard is identified. | 0 | 1 | 3 | 4 | 5 | ||||
The proposal indicates the cognitive proficiencies (literacy, numeracy, problem solving, decision making, and/or spatial literacy) to be addressed and how they will be developed. | 0 | 1 | 3 | 4 | 5 | ||||
The proposal describes how the activities are aligned to the state ICT Literacy standards, including the creation of specific digital artifacts that can be included in student portfolios. | 0 | 1 | 3 | 4 | 5 | ||||
Project Impact: Impact within School | 10 | Points | 0 | 0.0% | |||||
The proposal indicates the anticipated number of STAFF that will be directly and indirectlyimpacted by the project along with supporting explanations for each. | 0 | 1 | 3 | 4 | 5 | ||||
The proposal indicates the anticipated number of STUDENTS that will be directly and indirectly impacted, along with supporting explanations for each. | 0 | 1 | 3 | 4 | 5 | ||||
Project Impact: Impact on Other Schools | 10 | Points | 0 | 0.0% | |||||
The proposal describes how the project will involve or include outreach to multiple schools, or multiple districts. | 0 | 1 | 3 | 4 | 5 | ||||
The proposal describes how the outreach to schools or disctircs will increase the impact of the project. | 0 | 1 | 3 | 4 | 5 | ||||
Budget | 10 | Points | 0 | 0.0% | |||||
The budget includes a complete budget spreadsheet outlining the expenses necessary for the proposed project. | 0 | 1 | 3 | 4 | 5 | ||||
The budget includes a narrative explaining the expenses necessary for the proposed project. | 0 | 1 | 3 | 4 | 5 | ||||
Training Goals | 10 | Points | 0 | 0.0% | |||||
The proposal identifies at least three specific learning goals the team would like to have addressed during the two evening training sessions they will attend. | 0 | 1 | 3 | 4 | 5 | ||||
The proposal explains the need for those learning goals and how meeting those goals will help the project. | 0 | 1 | 3 | 4 | 5 | ||||
Total for Proposal | 100 | Points | 0 | 0.0% | 0 | ||||
Notes: | |||||||||