Digital Learning Collaborative

Evaluation Criteria

  1. The problem is measurable

  1. Data are provided

  1. The problem explicitly addresses the racial achievement gap

  1. The problem, and application of technology, increase the rigor of what students are being expected to know and do (for instance, addresses the highest levels of Bloom’s revised taxonomy)

  1. The project addresses why technology is important to the instructional problem addressed in the application

  1. The team has identified an assessment to measure student growth that is:
  1. frequent
  2. efficient
  3. established (already used in the district; e.g. OAKS, ACT, MAZE, DIBELS, Math-CBM, etc.)

  1. The project clearly incorporates standards and goals found in the TTSD Instructional Technology Framework

  1. The team addresses content standards. (Common Core, Oregon State, National Standards in specialty areas)

  1. The application addresses a major challenge the school and district is aiming to solve (i.e., Goals in the District Strategic Plan, the school’s Continuous Improvement Plan (CIP), implementing the Common Core Standards, Proficiency-based practices, Common Formative Assessments, etc.)

  1. The vision is stated and specific

  1. A minimum of three team actions are described

  1. The actions are ambitious, realistic, and clearly linked to the problem

  1. The team has a plan for professional learning that includes individual and team responsibilities

Scoring Process: