National Digital Learning Marketplace

Under the Educational Service Center of New Jersey, those states and districts that enter into a no-cost agreement for purchasing under the ESCNJ RFP 18/19-44, Coop Number- 65MCESCCPS can be provided non-RFP purchases for services and supports for Digital Learning. The following Metiri Group services and products were competitively selected for inclusion in that Coop agreement. For more information on the Coop agreement and joining the Coop agreement within and outside of the state of New Jersey contact Patrick Moran.


Return on Investment: Digital Learning

To support districts in assessing their Return on Investment (RoI) in Digital Learning we provide RoI calculations from our TRAx data sets.

What problem does our RoI solution solve? Many districts have not yet clearly identified how they will measure their Return on Investment (RoI) for Digital Learning; nor have they established clear indicators of success, the metrics and instruments by which to measure ROI, nor a reporting structure that documents change over time to inform continuous improvement.

The Metiri RoI Solution for Digital Learning: Metiri Group will use its proprietary framework for RoI in Digital Learning – and existing datasets — to help districts understand, document, collect/analyze evidence, in order to track, analyze, and report RoI status in Digital Learning over time. As background, districts and schools in New Jersey already annually collect device, infrastructure, and digital learning readiness and progress for all their schools in NJTRAx, a software for service provided by the Metiri Group through a contract with the NJ Department of Education (currently in its sixth year). This solution would map these existing datasets to Metiri’s RoI framework to extract the RoI status of the district. This proposed solution would start by securing written permission of the district to access the NJTRAx data. Once secured, Metiri would download the following from NJTRAx: 1) District and school device inventories, 2) District and school broadband capacities, 3) The results from schools’ last set of reports from the school-based NJTRAx Digital Learning component. NJTRAx DL uses the national FRS framework and surveys of 5 respondent groups at each school to gauge readiness and current progress in digital learning at each school. Metiri would then confirm the accuracy of infrastructure reports with the district’s CFO. Once confirmed, Metiri would combine these datasets, along with key academic indicators and the results from a district infrastructure questionnaire (conducted with the CFO of the district) to create a report that documents the RoI for the district.

The beauty of the Metiri RoI for Digital Learning solution is that it uses existing datasets in NJTRAx, combined with academic reports (and one new questionnaire) to frame and document ROI for the district. This process could be repeated annually to establish trend data over time. The results would provide the district with insights into its strengths and weaknesses that could inform strategic and tactical planning and the continuous improvement required to achieve a digital learning ROI. Note: Service provided only for those districts that have updated their data in NJTRAx Technology Readiness and NJTRAx Digital Learning within the prior 12 months.

While this service could be provided for single districts, pricing is also offered on a statewide basis for 20 or more districts. The latter approach would provide states a turnkey, on demand RoI reporting systems. For districts, Metiri will serve as an RoI coach to teach the CFO from a district how to calculate their own ROI from NJTRAx data in a 4 to 6 hour workshop, plus 8 hours of consulting. Contact Cheryl for more information.


Facilitate the Shift: School and Classroom Culture of Innovation, Collaboration, and Empowerment

What problem does our Shift solution solve? Innovation, collaboration, and empowerment are terms in education that are not well defined. Yet, if they are to be implemented, clear definitions and foundational knowledge about these terms are needed, as are examples of what they look like in practice. In addition, the district needs a way to assess the extent to which the culture represents innovation, collaboration, and empowerment based on clarity of indicators.

The Metiri Solution for Facilitating the Shift: Metiri offers school districts a three-step process that will empower the district to shift the school and classroom cultures toward innovation, collaboration and empowerment, and measure the extent of the shift.

The full package that includes: presentations, 1-year license of all templates and rubrics, and one administration and report on school/classroom culture based on the administration of teacher logs. Note: Components can also be purchased individually.

This three part solution provides the following to districts.

Webinars focused on culture shift and a 1-year license to Metiri’s background information, templates, definitions, and rubrics for innovation, collaboration and empowerment (teacher and student) will be provided. For example, one of the templates will be Metiri’s Range of Use template, which captures the full range of the types of classroom uses and can be used to analyze teachers’ classroom practices using technology. That orientation will include two webinars, one with the district and one for teachers.

Webinars will serve as the basis for data collection to inform practice. This 5-day teacher log data collection and analysis, which will be implemented online by Metiri with support by the district. The district can have all teachers or a stratified sample of teachers completing the logs. Teachers will be asked to take 8-12 minutes at the end of each day for 5 days (Usually Monday-Friday) to go online and complete a log describing and commenting on one way in which they used technology with students that day. The last day they will be asked to complete the log and answer a few summary questions. From a subsequent data analysis, Metiri will chart the extent to which the culture represents innovation, collaboration, and empowerment.

Upon the conclusion of data collection, a district report will be provided that documents the range of use across classrooms, and a series of indicators on the extent to which a culture of collaboration, and empowerment has been established, and innovative classroom practices are being adopted and scaled.

Note: Metiri has co-produced with the International Society for Technology in Education (ISTE) virtual courses on Empowerment (which includes innovation and collaborative culture) and is currently using teacher logs in the evaluation of a statewide technology initiative in Utah. Individual school reports can be made available for an additional fee per school. The 1-year license, the teacher logs and district report, and the presentations can be purchased separately.


Instructional Plan Aligned to and Integrated with District Priorities, Programs, and Budgets

What problem does our Integrated Planning solution solve? How will districts write an instructional technology plan that is aligned to academic and social-emotional targets and that synchronizes the elements necessary to succeed (i.e., vision, community support, budget, school leadership, identification of high-impact instructional strategies, etc.)?

The Metiri Solution for Integrated Planning: Metiri will provide their research-based, practice-informed model for identifying high impact digital solutions based on research that lays a foundation for the plan. Metiri will work with the district leadership team to ensure the district grounds its plan in digital learning that has a high probability of advancing the districts’ academic and other learning goals. Once those are identified, Metiri will support the district’s identification of sets of long-term, interim, and direct outcomes and associated metrics that together serve as guide posts for continuous development and monitoring of an instructional plan, including: capacity building, professional development, culture shifts, instructional implementation, budgets and maintenance/sustainability for this work.

Components of the Integrated Planning solution that are available for stand-alone use outside of the Integrated Planning process include:

  • Licensing (1-year) and training on the Metiri model for identifying research-based high-impact technology solutions aligned to district learning targets. (Team would then be able to develop solutions on their own.)
  • Licensing (1-year) and training on the Metiri model for developing a tactical plan to implement research-based, high-impact technology solutions. (Team would be able to develop tactical plans on their own.)
  • Development of research-based high-impact technology solutions aligned to a district learning target by Metiri. (Metiri would develop solutions with team input.)

Capacity Building for Programmatic Effectiveness and Maturity

What problem does our Capacity Building solution solve? Districts need models that optimize the effectiveness of technology in learning. Often they make programmatic technology decisions based onwhat other districts are doing, or what they hear about from other educators, rather than doing the research. Once solutions are identified, they don’t often build the type of tactical plans required for effective implementation.

The Metiri Solution for Capacity Building: Metiri will provide a model for identifying high impact digital solutions based on research. That model will ensure the district knows how to select digital learning solutions that has a high probability of advancing the districts’ academic and other learning goals. Once those are identified, Metiri will share a model for developing tactical plans by building of sets of long-term, interim, and direct outcomes for each digital solution. These will serve as implementation plans.

Components of the Capacity Building solution that are available for stand-alone use outside of the Capacity Building process include:

  • Licensing (1-year) and training on the Metiri model for identifying research-based high-impact technology solutions aligned to district learning targets. (Team would then be able to develop solutions on their own.)
  • Licensing (1-year) and training on the Metiri model for developing a tactical plan to implement research-based, high-impact technology solutions. (Team would be able to develop tactical plans on their own.)
  • Option: Development of research-based high-impact technology solutions aligned to a district learning target by Metiri. (Metiri would develop solutions with team input.)

Data Demonstrating Progress on the Shift to 21st Century, personalized, technology-enabled deeper learning

What problem does our Progress Monitoring solution solve? Many districts are not clear on exactly what it means to engage students in 21st Century, personalized, technology-enabled, deeper learning.

The Metiri Solution for Progress Monitoring: Metiri will offer the school district 3 deliverables that clarify and define what it means to engage students in 21st Century, personalized, technology-enabled, deeper learning. And, Metiri’s solution will provide the metrics and instruments for the district to measure the extent of the shift in schools toward this new pedagogical approach. The full package that includes: presentations, 1-year license of all templates and rubrics, and one administration and report on school/classroom culture related to 21st Century, personalized, technology-enabled, deeper learning, based on the administration of teacher logs. Components can also be purchased individually.

  • First, a webinar about this instructional, curricular, and assessment shift and a 1-year license to Metiri’s background information, templates, definitions, and rubrics for 21st Century skills, and technology-enabled deeper learning will be provided. For example, one of the templates will be Metiri’s Range of Use template, which captures the full range of the types of classroom uses and can be used to analyze teachers’ classroom practices using technology. That orientation will include two webinars, one with the district and one for teachers. 
  • Second, those instruments will serve as the basis for 5-day teacher log data collection and analysis, which will be implemented online by Metiri with support by the district. The district can have all teachers or a stratified sample of teachers completing the logs. Teachers will be asked to take 8-12 minutes at the end of each day for 5 days (Usually Monday-Friday) to go online and complete a log describing and commenting on one way in which they used technology with students that day. The last day they will be asked to complete the log and answer a few summary questions. From a subsequent data analysis, Metiri will chart the extent to which the culture represents 21st Century, personalized, technology-enabled deeper learning. 
  • Third, a district report will then be provided that documents the range of use across classrooms, and a series of indicators on the extent to which a culture of 21st Century, personalized, technology-enabled deeper learning has been established, and innovative classroom practices are being adopted and scaled. As background, Metiri is currently using teacher logs in the evaluation of a statewide technology initiative in Utah. 

Note:  Individual school reports can be made available for an additional fee per school. The 1-year license, the teacher logs and district report, and the presentations can be purchased separately.


Scoring Rubrics for Personalized, Authentic, 21st Century, Deeper Learning

What problem do our Scoring Rubrics solve? Most schools have yet to adopt clear definitions and associated rubrics for how students will demonstrate their progress in mastering 21st Century skills, their empowerment in learning, and their role personalized learning environment. Nor have they trained teachers to achieve inter rater reliability among teachers, using rubrics.

The Metiri Solution for Scoring Rubrics: Metiri will provide a scoring rubric for middle and high students’ digital artifacts. The tool would be used to analyze the extent to which the student artifacts represent authentic learning and high quality application of 21st Century skills, authentic learning, student empowerment, and appropriate uses of technology. Metiri will provide the template and conduct training that involves collaborative, comparative scoring of student work to attain inter-rater reliability among teachers. This solution includes a one-year license for participants to use Metiri’s scoring rubric for digital artifacts.

Components of the Scoring Rubrics that are available for stand-alone use outside of the Capacity Building process include:

  • A one-year license for use of Metiri’s scoring rubric for students’ digital artifacts.
  • A one-year license for use of Metiri’s rubrics for authentic learning and 21st Century skills (critical thinking, creativity, communication, collaboration, technology competency, self-direction, and information literacy).
  • A series of four webinar sessions to develop inter rater reliability among teachers who use this tool.

Online Personalized Learning on Digital Citizenship

What problem does our Digital Citizenship professional learning solve? Many teachers do not have a deep knowledge about, nor skills Digital CitizenshipAs districts set expectations they will need foundational information about the Digital Citizen for all teachers, more advanced courses with the skills that require performance tasks, and a method for tracking the teachers’ progress in attaining such knowledge and skills.

The Metiri Solution for Understanding Digital Citizenship: Metiri will provide cohorts of teachers and administrators with facilitated, tiered, online, micro-credentialed learning that address Digital Citizenship. The first tier will involve earning a badge at the knowledge level. The 2nd tier will use the same foundational knowledge, but will focus on classroom application/performance tasks related to this skill. 

As background, Metiri and ISTE have partnered to provide a series of online personalized professional learning for teachers and administrators that address 21st Century skills and ISTE standards. One of those online courses addresses the Digital Citizen ISTE standard for students.

Metiri will offer tiered, facilitated access to that online course. The resources for the course are made available to users for a year from the date of registration. The online course enables participants to earn two types of badges. 

  • Knowledge Badge: This badge demonstrates completion of the courses and the attainment of a deep knowledge level of the skills addressed in the course.
  • Performance Badge: This badge demonstrates completion of the course and the capacity to apply the concepts to learning environments in schools and classrooms. This badge would be earned by joining facilitated discussions on how to apply the skills to the classroom, and participants would be required to submit a performance task and meet expectations from an application rubric.

The two Tiers of Badges for the Digital Citizen course will enable the districts to track their teachers’ progress in attaining background knowledge on the skills and the capacity to apply that knowledge to their learning environment. Metiri will provide online accounts to the course for the teachers and administrators that sign up.  Metiri will facilitate discussions and, where appropriate, guide the performance tasks as participants work their way through the online courses. The Tier 1 experience will be in cohorts, either formed by the district, or organized by Metiri across districts. Tier 2 could be in cohorts or the individual could complete the performance task on their own.

Tier 1: For the knowledge level badge cohorts will participate in:

  • An orientation webinar to introduce each cohort of teachers to the online course/resources.
  • Facilitated Twitter Chats to address questions and engage in dialog with specific prompts for reflection. 
  • Real-time reflections on the coursework will be captured through the use of a FlipGrid room. 
  • Tools for lesson and unit design, through which participants will be able to contribute reflections using digital tools that can be shared with local peers. 
  • A set of rubrics for the 21st Century skills addressed (1-year license).
  • An online knowledge-based assessment that must be passed to earn the badge.

Note: the 1-year license to the rubrics will be available in this package and separately.

Tier 2:  For the course, the performance level badge can be earned as follows:

  • Individuals could log into any of the courses they had completed, to register for the Performance Task Badge. They would then be notified of upcoming Cohorts and/or collaborative discussions related to application of the skills addressed in that course. When they were ready, they would complete and submit the performance task under the guidance of Metiri or on their own. Metiri would then score the performance tasks, provide feedback if necessary and, when appropriate, approve the Performance Task Badge.

Note: ISTE and Metiri Group co-authored the courses, and they are currently in use in over 21 different countries and 32 states by K12 educators and leaders. 


Digital Personalized Learning on 21st Century Skills

What problem does our 21st Century Skills professional learning solve? Many teachers do not have a deep knowledge about, nor skills in using the 21st skills (e.g., critical thinking, creativity, communication, collaboration, technology competency, self-direction, and information literacy). As districts set expectations they will need foundational information about these skills for all teachers, more advanced courses with the skills that require performance tasks, and a method for tracking the teachers’ progress in attaining such knowledge and skills.

The Metiri Solution for Understanding 21st Century Skills: Metiri will provide cohorts of teachers and administrators with facilitated, tiered, online, micro-credentialed learning that address the skills. The first tier will involve earning a badge at the knowledge level. The 2nd tier will use the same foundational knowledge, but will focus on classroom application/performance tasks. 

As background, Metiri and ISTE have partnered to provide a series of online personalized professional learning for teachers and administrators that address 21st Century skills and ISTE standards. Metiri will offer tiered, facilitated access to three online resources/courses focused on the ISTE standards for students. These courses address all the 21st Century skills listed. The resources for each course are made available to users for a year from the date of registration.

  • Empowered Learner online course addresses: self-direction and aspects of technology competency
  • Digital Citizen online course addresses: critical thinking and problem-solving, communication, collaboration, creativity, and aspects of technology competency
  • Knowledge Constructor online course addresses: critical thinking, creativity, and information literacy

These online resources enable participants to earn two types of badges for each course. 

  • Knowledge Badge: This badge demonstrates completion of the courses and the attainment of a deep knowledge level of the skills addressed in the course.
  • Performance Badge: This badge demonstrates completion of the course and the capacity to apply the concepts to learning environments in schools and classrooms. This badge would be earned by joining facilitated discussions on how to apply the skills to the classroom, and participants would be required to submit a performance task and meet expectations from an application rubric.

The two Tiers of Badges for each of the 3 courses will enable the districts to track their teachers’ progress in attaining background knowledge on the skills and the capacity to apply that knowledge to their learning environment. Metiri will provide online accounts to the courses for the teachers and administrators that sign up.  Metiri will facilitate discussions and, where appropriate, guide the performance tasks as participants work their way through the online courses. The Tier 1 experience will be in cohorts, either formed by the district, or organized by Metiri across districts. Tier 2 could be in cohorts or the individual could complete the performance task on their own.

Tier 1: For each course the knowledge level cohorts will participate in:

  • An orientation webinar to introduce each cohort of teachers to the online course/resources.
  • Facilitated Twitter Chats to address questions and engage in dialog with specific prompts for reflection. 
  • Real-time reflections on the coursework will be captured through the use of a FlipGrid room. 
  • Tools for lesson and unit design, through which participants will be able to contribute reflections using digital tools that can be shared with local peers. 
  • A set of rubrics for the 21st Century skills addressed (1-year license).

Note: the 1-year license to the rubrics will be available in this package and separately.

  • An online knowledge-based assessment that must be passed to earn the badge.

Tier 2:  For each course, the performance level badge may be earned as follows:

  • Individuals could log into any of the courses they had completed, to register for the Performance Task Badge. They would then be notified of upcoming Cohorts and/or collaborative discussions related to application of the skills addressed in that course. When they were ready, they would complete and submit the performance task under the guidance of Metiri or on their own. Metiri would then score the performance tasks, provide feedback if necessary and, when appropriate, approve the Performance Task Badge.

Note: ISTE and Metiri Group co-authored the courses, and they are currently in use in over 21 different countries and 32 states by K12 educators and leaders. 


For a pricing sheet or to schedule a demo or discussion please contact
Jennifer Davila in our California office.