Grant Writing Proposal 1,250 words

Element

Not Met =0

Met=1

Exceeded=2

Use the school technology facilities and resources to implement classroom instruction.

Student identified few or no plans to configure software/ computer/technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements.

Student used plans to configure software/ computer/technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements.

Student assisted in developing plans to configure software/computer/ technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements.

Use the school technology facilities and resources to implement classroom instruction.

Student identified few or no local mass storage devices and media to store and retrieve information and resources.

Student used local mass storage devices and media to store and retrieve information and resources.

Student stayed current with local mass storage devices and media to store and retrieve information and resources.

Use the school technology facilities and resources to implement classroom instruction.

Student identified some issues related to selecting, installing, and maintaining wide area networks (WAN) for school districts.

Student discussed issues related to selecting, installing, and maintaining wide area networks (WAN) for school districts.

Student differentiated among issues related to selecting, installing, and maintaining wide area networks (WAN) for school districts, and facilitates integration of technology infrastructure with the WAN.

Use the school technology facilities and resources to implement classroom instruction.

Student used software used in classroom and administrative settings including productivity tools, information access/telecommunica- tions tools, multimedia/ hypermedia tools, school management tools, evaluation/portfolio tools, and computer-based instruction.

Student modeled integration of software used in classroom and administrative settings including productivity tools, information access/telecommunica- tions tools, multimedia/ hypermedia tools, school management tools, evaluation/portfolio tools, and computer-based instruction.

Student analyzed software used in classroom and administrative settings including productivity tools, information access/telecommunica-tions tools, multimedia/hypermedia tools, school management tools, evaluation/portfolio tools, and computer-based instruction.

Use the school technology facilities and resources to implement classroom instruction.

Student identified limited or no methods of installation, maintenance, inventory, and management of software libraries.

Student utilized methods of installation, maintenance, inventory, and management of software libraries.

Student analyzed and critiqued methods of installation, maintenance, inventory, and management of software libraries.

Use the school technology facilities and resources to implement classroom instruction.

Student demonstrated limited or no awareness of strategies for troubleshooting and maintaining various hardware/software configurations found in school settings.

Student used and applied strategies for troubleshooting and maintaining various hardware/software configurations found in school settings.

Student stayed abreast of current strategies for troubleshooting and maintaining various hardware/software configurations found in school settings.

Use the school technology facilities and resources to implement classroom instruction.

Student demonstrated limited or no awareness of network software packages to operate a computer network system.

Student used network software packages to operate a computer network system.

Student evaluated network software packages to operate a computer network system and/or local area network (LAN).

Use the school technology facilities and resources to implement classroom instruction.

Student demonstrated limited or no awareness of important roles of technology support personnel to maximize the use of technology resources by administrators, teachers, and students to improve student learning.

Student worked with technology support personnel to maximize the use of technology resources by administrators, teachers, and students to improve student learning.

Student identified areas where support personnel are needed to manage and enhance the use of technology resources in the school by administrators, teachers, and students.

Follow procedures and guidelines used in planning and purchasing technology resources.

Student developed limited or no awareness of instructional software to support and enhance the school curriculum and demonstrated recommendations for purchase.

Student identified instructional software to support and enhance the school curriculum and developed recommendations for purchase.

Student evaluated instructional software to support and enhance the school curriculum and demonstrated recommendations for purchase.

Follow procedures and guidelines used in planning and purchasing technology resources.

Student developed limited or no awareness of guidelines for budget planning and management procedures related to educational computing and technology facilities and resources.

Student discussed and applied guidelines for budget planning and management procedures related to educational computing and technology facilities and resources.

Student analyzed guidelines for budget planning and management procedures related to educational computing and technology facilities and resources.

Follow procedures and guidelines used in planning and purchasing technology resources.

Student developed limited or no awareness of procedures related to troubleshooting and preventative maintenance of technology infrastructure.

Student discussed and applied procedures related to troubleshooting and preventative maintenance of technology infrastructure.

Student stayed current with procedures related to troubleshooting and preventative maintenance of technology infrastructure.

Element

Not Met =0

Met=1

Exceeded=2

Follow procedures and guidelines used in planning and purchasing technology resources.

Student developed limited or no awareness of current information involving facilities planning issues and computer-related technologies.

Student applied current information involving facilities planning issues and computer-related technologies.

Student analyzed and applied current information involving facilities planning issues and computer-related technologies.

Follow procedures and guidelines used in planning and purchasing technology resources.

Student developed limited or no awareness of policies and procedures concerning staging, scheduling, and security for managing computers/technology in a variety of school/ laboratory/classroom settings.

Student suggested policies and procedures concerning staging, scheduling, and security for managing computers/ technology in a variety of school/laboratory/

classroom settings.

Student applied policies and procedures concerning staging, scheduling, and security for managing computers/technology in a variety of school/ laboratory/classroom settings.

Follow procedures and guidelines used in planning and purchasing technology resources.

Student developed limited or no awareness of distance learning facilities

Student used distance and online learning facilities.

Student used distance and online learning facilities routinely.

Follow procedures and guidelines used in planning and purchasing technology resources.

Student developed limited or no awareness of recommended specifications for purchasing technology systems in school settings.

Student described and identified recommended specifications for purchasing technology systems in school settings.

Student researched specifications for purchasing technology systems in school settings.

Participate in professional development opportunities related to the management of school facilities, technology resources, and purchases.

Student identified few or no opportunities for technology professional development at the building/school level utilizing adult learning theory.

Student supported technology professional development at the building/school level utilizing adult learning theory.

Student designed and planned technology professional development at the building/school level utilizing adult learning theory.

Apply effective group process skills

Student developed an awareness of the importance of forming school partnerships to support technology integration and examine an existing partnership within a school setting.

Student discussed the rationale for forming school partnerships to support technology integration and examine an existing partnership within a school setting.

Student provided information on the benefits of forming school partnerships to support technology integration and examine an existing partnership within a school setting.

Form

Style

Organization

Content

Capitalization Punctuation Spelling

Word usage

APA guidelines

Diction Awareness of audience Focus

Sentence formation

Overall structure (introduction, development, closure) Thesis/Topic sentences Transitions

Ideas/Argument (persuasiveness, originality, accuracy, completeness)

Support (sufficient and

specific examples, details, evidence)

A

Exemplary use of capitalization and punctuation. All words spelled correctly. Exemplary usage (few or no errors with verb tenses, agreement, parallel structure, and similar areas)

No significant errors in APA guidelines.

Highly effective use of vocabulary. Accurate word choice. Compelling awareness of audience and task. Highly varied sentence structure. Strong evidence of narrative voice.

Exemplary overall structure, carefully organized from beginning to end. Consistently lucid and identifiable thesis/topic sentences. Consistently clear, effective transitions. Readily identifiable components addressed in the assignment.

Content is sophisticated and highly persuasive. Ideas are original and/or powerfully presented. Support is consistently rich, convincing, interesting, and well chosen.

B

Commendable use

of capitalization and punctuation. Almost all words spelled correctly. Commendable usage.

Generally effective use of vocabulary. Generally accurate word choice. General awareness of audience and task. Generally varied sentence structure. Some evidence of narrative voice.

Commendable overall structure, organized from beginning to end, though lapses in order or structure may be present. Generally clear thesis/topic sentences. Frequent use of transitions.

Identifiable components addressed in the assignment.

Content is generally persuasive. Ideas are generally strong.

Support is strong and generally reinforces the focus.

C

Capitalization and

/or punctuation errors. Comprehension impeded by usage errors. Errors in APA guidelines.

Limited vocabulary and poor word choice. Some awareness of audience and task. Some sentence variation. Undeveloped narrative voice.

Inadequate overall structure. Somewhat difficult to follow.

Unclear thesis/topic sentences.

Infrequent transitions. Components of the assignment difficult to find.

Content too brief. Argument is not persuasive. Ideas are somewhat faulty. Support is insufficient.

F

Numerous capitalization and

/or punctuation errors. Comprehension seriously impeded by usage errors. Significant and numerous errors in APA guidelines.

Inadequate vocabulary and incorrect word choice. Little awareness of audience and task. Little sentence variation. Undeveloped narrative voice.

Lack of structure. Basic comprehension impeded. No thesis/ topic sentences.

No transitions. Components of the assignment difficult to find.

Content too brief. Few relevant ideas. Little evidence of appropriate support.

Letter Grade

Percentage

Quality Points

A

91-100

4.0

B

80-90

3.0

C

70-79

2.0

F

Below 70

No Credit

Assignment

Points

%

Due Week #

Participation (Zoom Chats)

100

20

#1 “The Plan”

100

20

3

#2 “Multimedia/Hypermedia, and

Distance Learning Presentation”

100

20

5

#3 “The Grant Proposal”

100

20

7

5 Discussion Questions

100

20

2-7

Total:

500

100