The North Carolina Digital Learning Progress Rubric is a strategic planning tool, or "road-map" intended to support North Carolina's educators and communities in the transition to digital-age teaching and learning. The rubric is designed to help school district teams reflect on the current stage of transition, plan next steps and track their progress moving forward.

There are five Main areas: Leadership; Technology and Infrastructure; Content and Instruction; Professional Learning and Data Assessment.

NC Digital Progress Rubric

Shared Vision; Personnel; Communication & Collaboration; Sustainability; Policy

Current Status: DEVELOPING

Goal :

1. Increase opportunities for staff to become more digitally-proficient.
2. Increase professional learning opportunities beyond the beginner/novice level.
3. Increase the rigor of professional learning through tiered course offerings.

School Network; T2 End-User Devices; T3 Learning Environments; T4 Technical Support; T5 Network Services; T6 Outside of School

Current Status: Developing

Goal: To Improve internet access by increasing bandwidth at schools

Professional Development Format; Professional Development Participation; Professional Development Focus

Current Status: Developing

Goal: Establish/improve collaboration and professional learning at each school at all levels (department/grade level, school level, district level)

Educator Role; Student Centered Learning; Access to Digital Content; Learning Management System; Curation & Development; Data Informed Instruction

Current Status: Developing

Goal: Increase the infrastructure, supporting an increased level of technology usage in the elementary schools while strengthening the usage at the middle and high school levels through reliable internet.

Data Systems; Learner Profile; Multiple and Varied Assessments

Current Status: Developing

Goal:

1. Identify the commonality/focus area for each school type: elementary, middle and high.
2. Organize school-type reflection groups to discuss the commonality/focus area
3. Continue to encourage the meaningful use of data after collection within our schools.