From Westminster Public Schools Wiki
Jump to: navigation, search

Go back to main ETIL page

additions deletions questions

ETIL Planning Guide Section I. Evaluation Plan

Evaluation and outcome measurement are an integral part of ET-IL planning and are essential to successful implementation of the ET-IL plan. Progress should be measured at least annually. The plan should include the following: Evidence of Evaluation of Previous Plan Evaluation Plan for this ET-IL Plan that directly links back to the proposed strategies, and clearly defines how strategies will be evaluated.

Guiding Questions:

  1. What performance measures have you incorporated into your plan to determine whether your ET-IL implementation and investments have been effective in achieving your district’s objectives?
  2. How often will you evaluate progress on your district’s plan?
  3. Who will be responsible for completing/overseeing the evaluation process?
  4. Show evidence that you have evaluated your district’s previous plan and include the key points or findings of this evaluation in your new plan.
  5. Does your plan include evaluation of student assessment data?
  6. How will you evaluate the technology infrastructure and telecommunication services in your district?


Appendix L is the progress report of the previous technology plan provided to CDE May 2005.

Presently, D50 has no mechanism or process in place to evaluate implementation of the plan and its outcomes. It is proposed that a variety of mechanisms be used for evaluation, to include, but not limited to:

  • Formal surveys and anecdotal feedback regarding the implementation of the information literacy and technology plan from stakeholders and participants at both district and school levels.
  • Peer evaluation using defined evaluation instruments of the information literacy and technology portions of SIPP plans
  • Examination of data, i.e., technology use, library use, support requests from schools, student achievement results
  • Participant evaluations of all formal information literacy and technology professional development offerings
  • Schools will use Building Leadership Teams to evaluate the success of students in meeting their information literacy and technology proficiencies embedded within content
  • Collection of student work samples, particularly useful in rubric development and as samples to guide students
  • Data collected around collaboration between teachers and librarians

In revising the School Improvement Planning Process forms during the summer and fall of 2005, changes will be made to incorporate educational technology and information literacy goals and language.