EdTech Assessment Tool

Welcome to your EdTech Assessment Tool! Over the next few pages you'll be asked questions about your organization's teaching and learning outcomes, use of technology, and about some of the capabilities that research shows are important for success. Answer each question to the best of your ability, and your report and recommendations will be generated as soon as you're done. If you aren't sure how to answer a question, you can choose 'Not Applicable'.

Begin

To what extent have you met your teaching and learning goals in the past year? We exceeded our teaching and learning goals We met our teaching and learning goals We nearly met our teaching and learning goals We did not meet our teaching and learning goals I don't know

Response Required

How would you rate your overall impression of your teachers' effectiveness in teaching with technology? Extremely effective Very effective Moderately effective Slightly effective Not at all effective I don't know

Response Required

How well are students meeting their performance metrics as set and evaluated by the school system? Greatly exceeding Exceeding Meeting Not meeting We do not have performance metrics for students I don't know

Response Required

If your school was ranked in comparison to other local schools, how was/were your schools ranked in their most recent evaluation? Ranked in the top 10% Ranked in the top 25% Ranked in the top 50% Ranked in the bottom 50% Ranked in the bottom 10% I don't know

Response Required

How would you rate your overall impression of your students' effectiveness in learning with technology? Extremely effective Very effective Moderately effective Slightly effective Not at all effective I don't know

Response Required

How well are your students prepared for careers, to be active contributors to society, and to grow their well-being, life and social skills? Students are well prepared Students are somewhat prepared Students are somewhat unprepared Students are not well prepared Not applicable

Response Required

Move the slider to the description that best aligns with your stage of development in leadership vision & stakeholder alignment: Not Applicable Technology vision is not currently aligned to educational objectives. Expectations for technology use are not yet articulated. Vision is not yet formally shared with all stakeholders. Technology vision is beginning to align with educational objectives. Expectations for technology use are somewhat defined for teachers, less defined for students. Vision is formally shared with and understood by some stakeholders. Technology vision is well-aligned to educational objectives. Expectations for technology use are well defined for teachers and students in some content areas. Vision is formally shared, frequently referenced by leadership, and understood by most stakeholders. Technology vision aligns with educational objectives and evolves with changing needs. Expectations for technology use are well defined for teachers and students in all content areas. Vision is formally shared, widely understood and frequently discussed between teams.

Response Required

Move the slider to the description that best aligns with your stage of development in strategic planning: Not Applicable A single leader, or a small leadership team, participates in technology planning. Technology plans do not identify desired changes in teaching/learning, nor measures of impact. Plans address current and next school years only. Some, but not all stakeholder groups participate in planning. Technology plans occasionally identify desired changes in teaching/learning, and measures of impact are under discussion. Plans address the next 3 years or longer but resources are not in place to support past the current school year. Many stakeholder groups participate in planning; some more actively than others. Technology plans consistently identify desired changes in teaching/learning, and are linked to one or two key measures of impact. Plans address the next 3 years or longer, with some of the required resources in place to sustain them. All stakeholder groups participate in planning with many voices contributing. Technology plans show effectiveness in changing teaching/learning and are linked to multiple measures of impact. Plans address the next 3 years or longer. The resources needed to sustain and scale them are in place.

Response Required

Move the slider to the description that best aligns with your stage of technology change management: Not Applicable IT and teaching/learning teams do not frequently share or discuss one another's' plans. Technology change management and project management processes are informal or ad hoc. IT and teaching/learning teams share their plans with one another. Technology change management and project management processes are formalized, but lacking in detail and implemented unevenly. IT and teaching/learning teams have articulated shared goals. Technology change management and project management processes are well developed, documented and implemented consistently. IT and teaching/learning teams work effectively together to achieve shared goals. Technology change management and project management processes are well developed, documented, implemented, and regularly evaluated and improved.

Response Required

Move the slider to the description that best aligns with how you evaluate technology and implementation effectiveness: Not Applicable A plan for assessing, upgrading and retiring technology is not currently defined. Informal technology and implementation reviews focus mostly on the presence or absence of technology, and seldom inform future procurement, policy and curriculum decisions. A plan for assessing, upgrading and retiring technology is defined, but unevenly communicated and implemented. Formal reviews, , informed by teacher usage data, do not currently produce improvement plans and only occasionally influence procurement, policy and curriculum decisions. A plan for assessing, upgrading and retiring technology is well-defined and communicated, but unevenly implemented. Formal, regular reviews are informed by teacher usage and some student performance data. Reviews sometimes produce improvement plans and influence procurement, policy and curriculum decisions. A plan for assessing, upgrading and retiring technology is consistently implemented. Formal, regular reviews are informed by multiple measures of student performance. Reviews consistently produce improvement plans and always influence procurement, policy and curriculum decisions.

Response Required

Move the slider to the description that best aligns with your level of teacher participation in technology planning: Not Applicable Teachers are not currently represented in the decision-making group. No opportunities currently exist for all teachers to inform themselves about tech planning. Teachers have little choice in the technologies, content and resources used in their classrooms. Teachers have limited representation in the decision-making group. Few opportunities currently exist for all teachers to inform themselves about tech planning. Teachers may sometimes choose the technologies, content and resources used in their classrooms. Teachers are represented in the decision-making group. Opportunities and periodic communications are in place so all teachers may inform themselves about tech planning. Teachers may often choose the technologies, content and resources used in their classrooms. Teachers are active in the decision-making group. Multiple opportunities and ongoing communications are in place so all teachers may inform themselves about tech planning. Teachers are guided in their choices of technologies, content and resources according to their needs.

Response Required

Move the slider to the description that best aligns with your level of student participation in technology planning: Not Applicable Students are not currently represented in the decision-making group. No opportunities currently exist for all students to inform themselves about tech planning. Students have little choice in the technologies, content and resources used in their classrooms. Students have limited representation in the decision-making group. Few opportunities currently exist for all students to inform themselves about tech planning. Students may sometimes choose the technologies, content and resources used in their classrooms. Students are represented in the decision-making group. Opportunities and periodic communications are in place so all students may inform themselves about tech planning. Students may often choose the technologies, content and resources used in their classrooms. Students are active in the decision-making group. Multiple opportunities and ongoing communications are in place so all students may inform themselves about tech planning. Students are guided in their choices of technologies, content and resources according to their needs.

Response Required

Move the slider to the description that best aligns with your level of parent and community engagement: Not Applicable Engagement with parents about the educational use of technology is mostly in response to problems or issues. Schools have not yet formally surveyed students' access to technology at home. Technology is rarely mentioned in school websites, newsletters and communications. Some proactive engagement with parents about technology exists. Schools have formally surveyed students' access to technology at home, and programs are in development to provide access outside of school. Information about technology is infrequently mentioned in school websites, newsletters and communications. Parents are regularly and proactively engaged about technology, with an increasing number taking interest in students' digital competencies. Programs are in place to provide technology access outside of school. Information about technology is occasionally mentioned in school websites, newsletters and communications. Parents have significant involvement in technology planning and commitment to students' digital competencies. Programs are in place to provide equitable technology access outside of school. Information about technology is regularly mentioned in school websites, newsletters and communications.

Response Required

Move the slider to the description that best aligns with your acceptable technology use policy: Not Applicable An Acceptable Use Policy is not fully defined and communicated. Students may engage with technology and content in ways that are inappropriate for their learning or level. Acceptable Use Policy is in place with strict controls for applications, customizations and content. The policy is communicated but not widely understood. Policy has few provisions for differences in student ages/levels. Acceptable Use Policy is in place allowing for some customization by users. Standards for appropriate use are widely understood. Acceptable Use Policy includes provisions for differences in student ages and levels. Comprehensive Acceptable Use Policy is characterized by openness and flexibility. Standards for appropriate use are widely understood. Students, teachers and parents engage with technology and content at the appropriate levels.

Response Required

Move the slider to the description that best aligns with your network infrastructure: Not Applicable Some teachers are not yet connected to a network with bandwidth and performance that are often insufficient for classroom needs. Wi-Fi is not yet in place for all classrooms. Plans for ensuring network security are in development. All teachers are connected to a network with bandwidth and performance that are sometimes insufficient for classroom needs. Wi-Fi is in place for all classrooms, but with inconsistent connectivity. Improving network security is a priority. All teachers and students are connected to a network with bandwidth and performance that are sufficient for current classroom needs. Reliable WiFi is available in all classrooms. Network security is sufficient for current needs. All teachers and students are connected to a network with bandwidth and performance that are scalable to evolving classroom needs. Excellent WiFi is available in all classrooms. Network security is continuously improved to keep up with evolving needs.

Response Required

Move the slider to the description that best aligns with how you design learning spaces: Not Applicable Learning spaces are static, with few options for configuring layout. Every classroom is designed the same way. Processes are not currently in place for evaluating the effectiveness of learning space design. Access to technology is uneven. Teachers can reconfigure spaces somewhat. Some classrooms are designed to be flexible according to purpose. Effectiveness of learning space design is occasionally assessed. All classrooms have access to foundational technology, but sufficient technology access is uneven. Teachers can reconfigure spaces according to learners' needs. Most learning spaces are designed to be flexible. Effectiveness of learning space design is regularly assessed. Technology access is consistent from one classroom to the next. Teachers and learners can reconfigure spaces according to their needs, and to the tools in use. Learning spaces and infrastructure are engineered to change over time. Effectiveness of space design is regularly assessed, consistently informing improvement plans. Technology is accessible according to teacher/learner needs.

Response Required

Move the slider to the description that best aligns with your technical support: Not Applicable Support processes are not yet formalized. Teachers who know where to find an expert receive ad hoc support. Training for support personnel on educational needs is not currently a priority. Formal support processes are established. Access to help desk is inconsistent, and support is not differentiated based on need. Support response times are inconsistent, averaging several days. Training for support staff on educational needs is in development. Formal support processes are . Help desk is easy to access, and support is not differentiated based on need. Response times average <48 hours. Training on educational needs is available to staff in technical support roles. Support processes are established and regularly reviewed by all stakeholders. Help desk is easy to access, with multiple levels of support available based on need. Response times average less than 24 hours. Support staff understand educational needs.

Response Required

Move the slider to the description that best aligns with your compatibility of learning technologies: Not Applicable Hardware devices and software applications are standalone or incompatible. Learning technologies do not exchange data with one another. Teachers share digital resources using email or physical media. Integration between devices and applications is and requires supervision and corrections. Few devices and applications exchange data with one another. Teachers using the same platform can share content through network or cloud folders. Integration between devices and applications is platform-dependent and requires minimal supervision. Many devices and applications exchange data with one another. Teachers using the same platform can share files and content directly within applications. Integration between devices and applications is smooth and not platform dependent. Most devices and applications share data with one another. Software adapts to incorporate a variety of resource types and formats. Teachers can share content across multiple platforms.

Response Required

Move the slider to the description that best aligns with your professional development planning: Not Applicable Formal professional development planning processes are not yet in place. Individual teachers' PD needs are rarely evaluated. Teachers are not currently represented in the group that plans training approaches and offerings. Teachers have ad hoc opportunities to learn new tools. Formal professional development planning processes are established, but plans are not yet fully approved or funded. Individual teachers' PD needs are occasionally evaluated. Teachers have limited representation in the group that plans training approaches and offerings. Teachers are given limited time to learn tools and skills. Formal professional development processes are adopted and plans are approved. Funding of longer-term plans may be in question. Individual teachers' PD needs are evaluated at set intervals, with data sometimes shaping training offerings. Teachers are represented in the group that plans training approaches and offerings, and regularly surveyed about the effectiveness of training. Teachers are given adequate time to learn tools, skills and practices. Formal professional development processes are in effect, with funding for all planned activities in place. Individual teachers' PD needs are regularly evaluated, with data consistently shaping training offerings. Teachers are actively represented in the group that plans training approaches and offerings, and regularly surveyed about the effectiveness of training offerings and approaches. Teachers are given sufficient time, allocated according to individual need, to learn new tools, skills and practices.

Response Required

Move the slider to the description that best aligns with the focus of your professional learning: Not Applicable Professional development focuses primarily on learning about available technology and resources. Professional learning rarely connects curriculum with available technology. Professional development focuses primarily on learning how to use technology, and how to find and modify resources. Professional learning occasionally connects curriculum with available technology. Professional development focuses primarily on developing digital competencies, and learning how to find, modify and create effective resources. Professional learning often connects curriculum with available technology. Professional development focuses primarily on developing teaching practices and applying technology and resources, according to specific learning needs, in dynamic learning environments. Professional learning consistently connects curriculum with available technology, marrying both to high-impact pedagogy.

Response Required

Move the slider to the description that best aligns with your training offerings and options: Not Applicable Professional development is offered in stand-alone sessions. There are currently no members of staff formally dedicated to coordinating or providing training. One form of PD is available. Teachers have little flexibility in the mode and pace of learning. Multiple professional development sessions are planned at irregular intervals. Minimal staff are in place to provide professional development. More than one form of PD is available. Hands-on and in-class training is occasionally available. Multiple professional development sessions are planned at regular intervals. Some trained staff are in place to provide professional development. Teachers may choose between multiple forms of PD. Some hands-on and in-class training is available. Multiple professional development sessions are planned at regular intervals. In between sessions, teachers are provided with avenues and trained staff for additional support. Multiple forms of PD, including hands-on and in class training, are widely available.

Response Required

Move the slider to the description that best aligns with how you evaluate professional development effectiveness: Not Applicable Approaches to professional development are informally reviewed, and reviews do not currently inform improvement plans. Results of reviews seldom inform future technology and curriculum decisions. Approaches to professional development are formally reviewed on an occasional basis, and reviews do not yet inform improvement plans. Results of reviews occasionally inform future technology and curriculum decisions. Approaches to professional development are formally reviewed at set intervals, sometimes producing annual improvement plans. Results of reviews often inform future technology and curriculum decisions. Approaches to professional development are formally reviewed at set intervals, producing ongoing improvement plans. Results of reviews always inform future technology and curriculum decisions.

Response Required

Move the slider to the description that best aligns with your opportunities for collaborative professional development: Not Applicable Collaborative professional development is not currently an area of focus. Teachers do not currently receive training on building collaboration skills. Teachers seldom participate in learning communities or networks, and mentorship programs are not currently in place. Some of teachers' professional development time is spent in teams with colleagues. Teachers receive some training on building collaboration skills. Ad hoc learning communities and mentorships are in place. Teachers frequently collaborate during professional learning time. Teachers receive significant training on building collaboration skills.. Formal learning communities and mentorship programs are in place. Most professional learning time is spent in teams with colleagues. Teachers' collaboration skills are regularly developed and discussed. Most teachers participate in local and global professional learning communities and mentoring programs.

Response Required

Move the slider to the description that best aligns with your stage of development in embedding technology in teaching and learning: Not Applicable Teachers' use of technology is not currently aligned with desired learning outcomes and teaching approaches. Teachers are expected to follow an outline from a single resource, such as a textbook. Teachers' use of technology is aligned with desired learning outcomes and teaching approaches. Teachers are given curriculum tools and sequencing from which to pull lessons, which they are expected to follow with precision. Teachers' use of technology supports dynamic teaching approaches and desired learning outcomes. Teachers are enabled by technology for multiple modes of teaching. Teachers' use of technology transforms teaching approaches and learning outcomes. Teachers are empowered by technology to adapt and evolve teaching to the needs of the students.

Response Required

Move the slider to the description that best aligns with your use of digital content and applications: Not Applicable Little digital lesson content is provided to teachers. Teachers use open source digital resources and self-develop most digital content. Digital content creation opportunities for teachers are not currently a priority. Some digital lesson materials are provided to teachers. Teachers use a combination of self-developed, open source and supplied digital content. Digital content creation opportunities for teachers are occasionally offered. A variety of digital content is supplied, some of which are explicitly aligned to teaching approaches and learning outcomes. Digital content creation opportunities for teachers are regularly offered. Abundant digital content options exist, with explicit linkage to pedagogy and learning outcomes. Digital content creation opportunities are regularly offered alongside training that develops teachers' capacity to create, co-create and construct lesson content.

Response Required

Move the slider to the description that best aligns with your stage of development in assessing student progress: Not Applicable Assessment focuses mainly on summative testing. Assessment approaches are ad hoc. Assessment results seldom inform technology and lesson resource planning. Most student assessment is summative, with teachers occasionally using formative assessment to check for understanding. Assessment approaches are defined by a small group of leaders. Assessment results occasionally inform technology and lesson resource planning. Most classrooms use a blend of formative and summative assessment. Formative assessment data begins to shape lessons according to student progress. Assessment approaches are determined by multiple stakeholder groups. Assessment results often inform technology and lesson resource planning. All classrooms use a blend of formative and summative assessment. Formative assessment is embedded into the ongoing activities of the class, with data shaping the lesson according to student progress. Teachers and students innovate on ways to show learning. Assessment results always inform technology and lesson resource planning.

Response Required

Move the slider to the description that best aligns with your support for Social and Emotional Learning: Not Applicable Plans for focusing on students' and teachers' social-emotional competencies are not yet defined. Training for teachers in social-emotional learning is not currently available. Shared values are not yet formalized. Plans for focusing on students' and teachers' social-emotional competencies are defined, but not yet widely understood. Training for teachers in social-emotional learning is occasionally offered. Shared values are in development. Some lesson resources are identified for supporting social-emotional learning, but tools to assess it are not currently identified. Plans for focusing on students' and teachers' social-emotional competencies are defined and widely understood. Training for teachers in social-emotional learning is regularly offered. Shared values are widely understood. Many lesson resources support social-emotional learning, and some tools for assessing it are identified. Plans for focusing on students' and teachers' social-emotional competencies are widely adopted. Training for teachers in social-emotional learning is regularly offered and reinforced by environmental supports. Shared values are demonstrated by the majority of staff and students. Everyday lessons incorporate social-emotional learning, with multiple tools available for assessing it.

Response Required

Move the slider to the description that best aligns with your development of teacher and staff mindset: Not Applicable Teachers' opportunities to ask questions of leaders and propose solutions are infrequent. Teachers have ad hoc opportunities to take risks and try new things. Teachers seldom seek feedback from leaders on their teaching strategies. Teachers' opportunities to ask questions of leaders and propose solutions are periodic and structured. Teachers have occasional, structured opportunities to take risks and try new things. Some teachers seek feedback from leaders on their teaching strategies. Teachers have frequent opportunities to ask questions of leaders and propose solutions. Teachers have regular opportunities to take risks and try new things, with a culture of innovation and iteration emerging. Many teachers seek feedback from leaders and peers on their teaching strategies. Teachers' opportunities to ask questions of leaders and propose solutions are frequent and actively promoted. Teachers have regular opportunities to take risks and try new things, with a culture of innovation and iteration in place. Most teachers seek feedback from leaders and peers on their teaching strategies.

Response Required

Move the slider to the description that best aligns with the level of involvement parents and caregivers have in remote or hybrid instruction: Not Applicable Parents/caregivers are not engaged in the planning and implementation or remote or hybrid learning. Parents/caregivers are not engaged. Parents/caregivers are supportive or remote or hyriid learning, but do not learn or understand the tools needed to support their children. Parents/caregivers are completely supportive or remote or hybrid learning, have the training and fully use tools needed to support their children.

Response Required

Move the slider to the description that best aligns with how involved your students are in decision making for remote or hybrid instruction: Not Applicable We have not involved students in the planning or implementation of remote or hybrid instruction. Students have provided input to the planning for remote or hybrid instruction. Students are involved in most of the planning regarding remote or hybrid instruction. We encourage students to own their remote or hybrid instruction schedule, processes and outcomes.

Response Required

Move the slider to the description that best aligns with your stage of development in policy for special needs learners: Not Applicable We do not have a policy addressing the impact of remote or hybrid instruction on these students. We are collecting data to determine the best approach to addressing the impacts of remote or hybrid instruction for special needs learners We have a remote or hybrid instruction policy for special needs and ELL students that has been communicated. We have a specific remote or hybrid instruction policy for special needs and ELL students and their teachers that has been communicated and is being monitored.

Response Required

Move the slider to the description that best aligns with how comprehensive your content is for remote or hybrid instruction: Not Applicable We have minimal content specifically designed for remote or hybrid instruction. We have access to a body of content that has been developed for remote delivery that serves some of our needs. We have a significant body of content that has been developed for remote or hybrid delivery that serves most of our needs. All available content has been developed or is appropriate for remote or hybrid delivery.

Response Required

Move the slider to the description that best aligns with how your approach to social and emotional learning has (or hasn't) changed based on recent changes: Not Applicable We have not changed our focus or approach to social and emotional learning to support remote or hybrid teaching and learning. We are working to define teacher training required for SEL programs supporting remote or hybrid instruction. We have implemented teacher training for SEL in a remote or hybrid instruction environment. We are working to define remote online student resources in support of SEL. We recognize that remote or hybrid instruction will put additional stress on students and teachers and have provided additional student resources and teacher training.

Response Required

Move the slider to the description that best aligns with how your approach to measuring student engagement has changed: Not Applicable We have not modified our approach to determining engagement as a result of implementing remote or hybrid instruction. We have partially implemented different analytics for remote or hybrid learning and tools to encourage engagement and measure outcomes. We have fully implemented remote or hybrid learning analytics and tools to encourage engagement and measure outcomes. We have fully implemented remote or hybrid learning analytics and tools to encourage engagement, measure outcomes, improve/accelerate instruction, help make resource allocation decisions and facilitate student agency.

Response Required

Move the slider to the description that best aligns with your stage of development in how you support teacher training and expertise for blended/hybrid learning or remote online instruction: Not Applicable Teachers have limited experience and minimal formal training with blended learning or remote online instruction. Teachers have been trained on how to conduct classes and communicate in a virtual environment. Teachers are acquainted with the concept of blended learning or remote online instruction and have a good understanding of how to conduct classes, communicate and collaborate in a virtual environment. Teachers are experienced with blended learning and remote online instruction. They have been engaged in successfully delivering location agnostic instruction for a substantial period of time.

Response Required

Move the slider to the description that best aligns with your stage of development in ensuring students have devices and internet access available at home or other locations outside of classrooms: Not Applicable We do not have a plan or approach to supplying students with devices outside of the classroom. We have the capability to provide devices and internet hotspots for some students without suitable home broadband access. We will allocate these resources based on needs and family resources. We have the capability to provide devices and internet hotspots for some students without suitable home broadband access and the ability to assist with purchase of devices and hotspot expenses for others. We believe we have the capacity, with the help of the community, to supply all of our students in need. We supply devices to all students, and provide internet hotspots or alternative connectivity options for students without suitable home broadband access.

Response Required

Move the slider to the description that best aligns with how you provide remote access to administrative and teaching tools: Not Applicable Access to Student Information Systems, Learning Management Systems and Content Management Systems is limited to on-site users, or the systems have not been implemented. Some teachers and administrators have access to cloud-based instructional and administrative tools (e.g., SIS, LMS, CMS) to support hybrid or remote online instruction. Most teachers and administrators have access to cloud-based instructional and administrative tools (e.g., SIS, LMS, CMS) to support hybrid or remote online instruction. All teachers and administrators have access to cloud-based instructional and administrative tools (e.g., SIS, LMS, CMS) to support hybrid or remote online instruction.

Response Required

Move the slider to the description that best aligns with your stage of development in cybersecurity and data privacy for remote access for students, parents, teachers and administrators: Not Applicable We do not have specific policy or tools supporting the security of remote access. We have a basic toolset and defined security policy for external access to school systems. We support a limited number of connection types and devices. We operate a multi-device / multi-connection environment and have adjusted our security policies, platforms and practices accordingly. We operate and fully understand the implications of controlling an open environment. We have implemented a single sign-on, managed security environment that supports the expanded access, security and data privacy required by schools, teachers, parents, caregivers and students.

Response Required

Please describe your organization's use of the following technologies:

Not in use Some to moderate use In use by most In use by all or almost all I don't know

Interactive whiteboards and displays

Non-interactive screens/TVs

Non-interactive projection systems

Lesson creation software

Assessment software

Pre-created digital lesson content

Presentation/lesson delivery software

Please describe your organization's use of the following technologies:

Not in use Some to moderate use In use by most In use by all or almost all I don't know

Student collaboration software

Game-based/gamification software

Video conferencing tools

Digital textbooks or content repositories

Software to enable asynchronous learning

Which of the following best describes the device-to-student ratio in the schools you are responsible for? 1 device per 4 or more students 1 device per 3 students 1 device per 2 students 1:1 or more devices per student Students do not use devices

Response Required

First Name

Last Name

What is your job title?

Email Address

What is the name of your school/district/organization?

How did you hear about the EdTech Assessment Tool?

Response Required

What is your role in education? Education Leader Administration IT or ICT Education policy, government or consortium Teacher Other

Response Required

How many students are directly impacted by your work? Fewer than 500 500 to 4,999 5,000 to 19,999 More than 20,000

Response Required

Thank you, and congratulations on taking this step. Your report is available on the next screen. Want to get even more actionable recommendations based on your results? Keep in touch! Opt in below - we promise not to spam you.

Your privacy is important to us! Please view our Privacy Policy and Terms and Conditions.

Select the Next button below to get your report now.

I agree that survey sponsor SMART may contact me with actionable recommendations, inspiration, special offers and personalized solutions to improve EdTech implementation in my school(s). I can unsubscribe at any time.

Response Required