F.

Technology Education

Technology Education Indicators of Achievement Checklist

LEVEL OF PERFORMANCE
1 2 3 4 Acceptable
Indicators Falls Below Approaches Meets Exceeds Evidence
Student Performance A. Evidence A. Evidence A. Evidence A. Evidence State-developed program
demonstrates that demonstrates that demonstrates that demonstrates that evaluation results based
MST Standard 5- students have not met students meet some of students are achieving students’ achievement on intermediate
Students will apply the NYS Learning the NYS Learning the NYS Learning exceeds the NYS performance indicators
technological Standard for Standard for Standard for Learning Standard for under the 7 Key Ideas for
knowledge and skills Technology. Technology. Technology. Technology. Standard 5
to design, construct,

Section F – Technology Education Page 1 of 8

 LEVEL OF PERFORMANCE
1 2 3 4 Acceptable
Indicators Falls Below Approaches Meets Exceeds Evidence
use, and evaluate B. No assessments B. Assessments are B. Written assessments B. Multiple assessment Locally-developed
products and systems are used in used only occasionally are used at the end of types are used to assessments of student
to satisfy human and technology education in technology the technology evaluate the performance that
environmental needs. classes. education classes. education course to acquisition of the NYS demonstrate both
evaluate student Learning Standard for knowledge and skill
Students participate in attainment of the NYS Technology Education based on the intermediate
hands-on experiences Learning Standard for and skills. performance indicators
in the Key Ideas: Technology. under the 7 Key Ideas for
Standard 5
-Engineering Design;
--Tools, Resources and
Technological
Processes;
-Computer
Technology;
-Technological
Systems;
-History and Evolution
of Technology;
-Impacts of
Technology; and
-Management of
Technology.

Collaboration A. Technology A. Technology A. Technology A. Teachers are Common planning

Education teachers Education teachers are Education teachers are viewed as an integral periods with other
are not viewed as an viewed as an integral sometimes viewed as part of the team and act team/content area
integral part of the part of the team solely an integral part of the as resources to other teachers
middle school team. within their own team; they serve as a content area team
content area. resource to other members and visa- Part of curriculum
content areas some of versa. development team
the time.

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 LEVEL OF PERFORMANCE
1 2 3 4 Acceptable
Indicators Falls Below Approaches Meets Exceeds Evidence
B. Technology B. Technology B. Technology B. Technology Shared-decision making
education classes are Education teachers are Education teachers Education teachers are team memberships
viewed by most informed of have adequate included in all school
school staff as team/school projects common planning time planning and School district planning
“extras,” with little or and initiatives and with other participate in all committees
no value to other invited to participate, team/content area appropriate
content areas. if possible. teachers. instructional planning
meetings.
C. Technology C. Technology C. Technology C. All Technology District curriculum maps
Education teachers Education teachers Education teachers Education teachers’ and plans
receive little or no communicate with make an effort to instruction integrates
information about other teachers as support other content learning standards from Teacher lesson plans
team projects or needed to advise them area learning standards other content areas, and
initiatives. of projects that may and let students these connections are
support other content experience a “real- pointed out to students
area learning life” application as a part of their “real-
standards. activity. life” application in a
global context.
Youth Development A. The Technology A. The Technology A. Technology A. The Technology Participation in TSA at
Education Program Education Program Education teachers Education Program the State level
has no youth has a student plan area participates in
development program/group that community/school State and national TSA Participation in TSA at
component. focuses on youth service projects and leadership activities, the State and national
development (e.g., provide State-level promotes student levels
internships, mentoring, Technology Student growth through
service learning, Association (TSA) individualized group Participation in youth
and/or youth leadership skill- projects, and provides leadership activities at the
leadership building activities, or opportunities for State level
organizations). other youth leadership students (e.g.,
structures. internships, mentoring,
service learning, and/or
other youth leadership
organizations).

Section F – Technology Education Page 3 of 8

 LEVEL OF PERFORMANCE
1 2 3 4 Acceptable
Indicators Falls Below Approaches Meets Exceeds Evidence
Professional Staff A. No appropriately A. Certified teachers A. All student A. All student Basic Educational Data
certified Technology are assigned to some instruction is delivered instruction is delivered System (BEDS)
Education teachers classes, but the by appropriately by appropriately
are assigned to teachers are not certified Technology professional or certified Teacher certification
classes. certified in technology Education teachers. Technology Education records
education. These teachers teachers. These
occasionally teachers participate in School district
participate in content- content-specific professional development
specific professional professional records
development activities. development.

Administrative A. Administration A. Administration A. Administration A. Administration Board of education

Support does not demonstrates a basic actively supports the actively supports the minutes
support maintaining understanding of the Technology Education Technology Education
or advancing the Technology Education Program. Program at the building School district
Technology Program area and and district levels. newsletters
Education Program. goals.
Administrative Promotional materials
Support B. Administration B. Administration B. Administration B. Administration School district
cont’d. provides little or no supports limited allows all Technology advocates the professional development
support for professional Education teachers to importance of records
professional development participate in sustained professional
development. opportunities for some professional development for School district
of the Technology development teachers of technology professional development
Education teachers. opportunities. education, which plan
focuses on specific
aspects of the NYS
Learning Standard for
Technology Education
at the intermediate
level.

Section F – Technology Education Page 4 of 8

 LEVEL OF PERFORMANCE
1 2 3 4 Acceptable
Indicators Falls Below Approaches Meets Exceeds Evidence
Scheduling/Student A. Technology A. Some technology A. Technology A. All students are School schedules
Access instruction is not classes are scheduled. education classes are scheduled for
available. Formal instruction is scheduled as part of technology education District curriculum plans
available to some of the intermediate-level instruction that is
the school population, experience and meet planned and delivered
or not scheduled for the minimum unit over more than one
the appropriate time requirements. grade level and
requirements for the exceeding the
unit(s) required for minimum requirement.
instruction.
Instructional or A. No access to A. Technology A. Technology A. All technology No Child Left Behind --
Educational educational education classes have education classes have education classrooms Title IID formula and
Technology technology or access to educational state-of-the-art are equipped with state- competitive grant
technical support for technology to assist educational technology of-the-art educational proposals
facilitating classroom instruction, on site to assist in technology hardware,
instruction is but scheduling is instruction or have software and support. Local technology
provided. difficult or technology access to it as needed. investment initiatives
is unavailable when
needed.
Facility/Equipment A. No rooms or A. Some dedicated A. Students have A. All student District business office
equipment are space is provided for access to dedicated instruction in records
dedicated to technology education technology education technology education
providing students instruction, with a spaces. There is takes place in dedicated District planning office
with appropriate minimum of equipment for facilities with up-to- floor plans
technology education equipment and instruction and an date and well-
experiences, as supplies. adequate supply maintained equipment
required in the budget. with ample supplies.
curriculum (e.g.,
laboratory).

Section F – Technology Education Page 5 of 8

 LEVEL OF PERFORMANCE
1 2 3 4 Acceptable
Indicators Falls Below Approaches Meets Exceeds Evidence
B. Any existing B. Hands-on B. Most technology B. All classes include Classroom observations
instruction is experiential learning is education classes hands-on applications
Facility/Equipment classroom based and limited to teacher include minimal of principles being Teacher interviews
cont’d. heavily focused on demonstrations. hands-on student taught, allowing for
textbook, paper and activities related to long-term or large-scale
pencil. principles and experiences.
concepts being taught.
Resources A. No funds or A. Funding for the A. Adequate funds A. Funding is provided School district line item
inadequate funds are Technology Education and supplies are to enable the program budgets
provided for the Program is minimal, provided to maintain to achieve a level of
Technology with no supply budget. an experiential excellence and plan for
Education Program. program. future growth.

Section F – Technology Education Page 6 of 8

 Technology Education Indicators of Achievement Checklist

ACTION PLAN TEMPLATE

The Action Plan Template is a companion tool to the Checklist. Schools should use the Checklist to identify areas where there are
gaps in their programs. The Template can be used to develop and/or list strategies to close those gaps. A separate Template should be
completed for each Indicator.

STRATEGIES FOR ADDRESSING TIMELINE RESPONSIBLE PROJECTED ANTICIPATED

AREAS IDENTIFIED TO STAFF EXPENSE FUNDING
USING THE RUBRIC IMPLEMENT SOURCE

Indicator:

Section F – Technology Education Page 7 of 8

 Technology Education
Additional Resources

New York State Resources:

 Learning Standard: http://www.emsc.nysed.gov/ciai/mst/techmap/map.html

 MST Resource Guide: http://www.emsc.nysed.gov/guides/mst/
 State Developed Content Outlines for Technology Education will be revised for Grades 5-8, beginning in Summer 2005.
The current version can be seen at: http://www.emsc.nysed.gov/ciai/mst.html
 NYS Technology Education Association: www.nystea.com
 NYS Virtual Learning System (VLS): http://eservices.nysed.gov/vls/

National/International Resources:

 Standards for Technological Literacy (ITEA): http://www.iteaconnect.org/

 Innovation Curriculum Online Network: http://icontechlit.enc.org

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Section F – Technology Education Page 8 of 8