Note: In response to a request from the U.S. Department of Education, SETDA has identified a set of common data elements for tracking states' progress with the technology section of NCLB, Title II, Part D. These elements are a subset of the more extensive list of data elements that would be necessary to establish a comprehensive picture of a state, district, or school's profile on effective technology use (see SETDA Education Technology Framework). The authors of this list purposely keep the number of items to a minimum, selecting "representative" items that would serve as true indicators of the progress school systems are making in reaching technology-related NCLB goals and purposes.

Note: Every effort was made to keep this list of critical indicators and data elements to a minimum.

General data elements for a School Building:

G-001 Total number of instructional settings in the school building (NCES GC001) Instructional setting: includes both regular classrooms and computer laboratories

G-002 Total number of students enrolled (NCES GC004)

G-003 Total number of teaching staff. Includes teachers with regular assignments as well as long-term substitutes; does not include short-term substitute teachers. (NCES GC005; an alternative data element would be GC006)

G-004 Total number of administrative or support staff (NCES GC007)

G-005 Type of community: urban, rural, or suburban

G-006 Size: small, medium, large

G-007 High-risk classification per NCLB

G-008 Percentage of free and reduced-price lunch

G-009 Percentage of minorities

G-010 Percentage of special needs populations by grade band

SECTION 1: IMPACT ON STUDENT LEARNING
Key Questions, Indicators, and Data Elements

Section 1 Methodology: State-level stratified random sampling (Student Surveys, Teacher Surveys, Classroom Observations, Artifact Reviews) correlated with student performance data

S1-1: Is student academic achievement improving where technology is being used effectively?

Indicator: Incidence of increased academic achievement strongly correlated to type and quality of technology-based learning intervention

Data Elements:
S1-001 Identified academic standard/skill targeted in technology-supported intervention
S1-002 Type of documented intervention with technology (see enGauge Range of Use)
S1-003 Degree to which the intervention includes a domain-specific learning/teaching practice that is grounded in research and emerging best practice
S1-004 Quality of integration of technology into the curriculum
S1-007 Type of pedagogy in intervention classrooms
S1-008 Levels of student performances on local assessments of academic standards

S1-2: Are students acquiring 21st century skills where technology is being used effectively?

Indicator: Incidence of attainment of 21st century skills strongly correlated to type and quality of technology-based learning intervention

Data Elements:
S1-009 Identification of 21st century skill targeted in intervention
S1-010 Levels of student performances on assessments of 21st century skills targeted in intervention

S1-3: Are students more engaged in learning where technology is being used effectively?

Indicator: Levels of engagement of students in learning activities strongly correlated to type and quality of technology-based intervention

Data Elements:
S1-011 Level of students' intrinsic motivation with targeted learning
S1-013 Trends in student attendance
S1-014 Level of student behavior referrals
S1-017 Level of student self-direction in learning activities
S1-019 Level of student sense of future
S1-020 Degree to which the use of technology has contributed to the authenticity of student work

S1-4: Are students demonstrating proficiency in technological literacy (e.g., performance reviews, assessment of student products, observations)?

Indicator: Levels of student performance of technological literacy strongly correlated to type and quality of technology-based intervention.

Data Elements:
S1-023 Student productivity using technology
S1-024 Levels of student performance/quality of student products in eCommunication for various purposes
S1-025 Level of student performance/quality of student products with research tools and processes
S1-026 Level of student performance/quality of student products in solving problems and making decisions using technology
S1-027 Level of student performance/quality of student products with real-world situations using technology

SECTION 2: CONDITIONS
Key Questions, Indicators, Data Elements

Section 2 Methodology: Surveys of one point of contact in school buildings, school districts, and state departments of education, and data collection at schools and districts in stratified random sample, including: site visits, artifact reviews, classroom observations, interviews of teachers, students, and parents.

Condition 1: Effective Practice
Is the vision being translated into practice through learning environments characterized by powerful, research-based strategies that effectively use technologies?

C1-1: How-and with what frequency-are students using technology to advance academic achievement?

Indicator: Patterns of student use of technology across grade levels and content areas

Data Elements:
C1-001 Frequency of student use of technology by grade level and content area (36 data elements: 4 grade levels in 9 content areas). Building Survey Question B1
C1-002 Types of technology regularly used by students (32 elements: 4 grade levels, 8 types of use). Building Survey Question B2

C1-2: Are teachers/schools adopting technology uses systematically?

Indicator: The extent to which technology is integrated systematically

Data Element:
C1-004 Degree to which technology has been systematically integrated into curricula (36 elements: 9 content areas, for 4 grade levels) Building Survey Question B4

C1-3: Are schools measuring student gains in technological literacy (esp. 8th grade) and the impacts on student achievement as a result of technology use? If so, are there measured gains in either due to the effective use of technology? How are best practices with technology identified and shared?

Indicator: Measured impact of technology on academic achievement

Data Element:
C1-005 The type of evidence documenting the impact of technology on student achievement (36 elements: 9 content areas, for 4 grade levels) Building Survey Question B5

Indicator: Measured improvement of students' technological literacy

Data Element:
C1-006 The type of evidence documenting students' attainment of technological literacy (4 elements: for the 4 grade levels) Building Survey Question B6

Indicator: Process in place for dissemination of documented best practices.

Data Element:
C1-007 The type of dissemination of documented best practices Building Survey Question B7

C1-4: Are teachers employing classroom management systems in which students access and use technology efficiently, with high degrees of self-sufficiency?

Indicator: Classroom management that advances students' self-sufficiency with technology

Data Element:
C1-008 Percentage of teachers who have strategies for managing student learning during collaborative, technology-supported work, and who promote students' self-sufficiency as learners Building Survey Question B8

Condition 2: Educator Proficiency
Are educators proficient in implementing, assessing and supporting a variety of effective practices for teaching and learning?

C2-1: Are teachers sufficiently proficient and familiar with technology to strategically incorporate effective uses of technology into their classroom and professional practices?

Indicator: Teacher proficiency on the National Education Technology Standards for Teachers as set by ISTE (International Society for Technology in Education)

Data Element:
C2-001 Percentage of teachers achieving acceptable performance on standards-based profiles of user skills as defined by the ISTE NETS for teachers Building Survey Question B9 and site visit data

C2-2: Are teachers skilled in designing standards-based curriculum that maximizes the impact technology has on learning?

Indicator: Teacher-designed lessons that maximize the impact of technology on learning

Data Element:
C2-002 Artifact demonstrating teacher's skill in designing lessons that maximize impact of technology on student learning

C2-3: Are teachers able to use technology to support student assessment?

Indicator: Teachers use non-traditional assessments (e.g. electronic portfolios, multimedia projects, Web sites, movies) to evaluate student learning

Data Element:
C2-003 Proportion of teachers using non-traditional assessments Building Survey Question B11

C2-4: Do teachers have strategies for evaluating technology-supported student learning?

Indicator: Teachers with strategies for evaluating technology-supported student learning

Data Elements:
C2-005 Proportion of teachers who assess technology-supported student learning (e.g. when students learn by conducting online research, collaborating with others) Building Survey Question B13 - Site Visits
C2-006 Proportion of teachers who assess student products generated through the use of technology (e.g. multimedia products, Web publications) Building Survey Question B14 - Site Visits

C2-5: Do teachers use technology to informally and formally participate in professional development opportunities?

Indicator: Teachers use technology to informally and formally participate in professional development opportunities

Data Elements:
C2-007 Proportion of teachers using technology to enhance productivity Building Survey B15 - Site Visit
C2-008 Proportion of teachers using technology to collaborate with others in the field
C2-009 Proportion of teachers enrolled in online courses this school year Building Survey B16

Condition 3: Robust Access, Anywhere, Anytime
Do students and school staff have robust access to technology - anytime, anywhere - to support effective designs for teaching and learning?

C3-1: Is equipment present in the instructional setting?

Indicator: Percentage of instructional settings with one or more (up-to-date computers, PDAs, multimedia computers, computers connected to the Internet, and laptops)

Data Elements: C3-002 EI007: Total number of instructional settings with one or more multimedia computers
C3-003 EI014: Total number of instructional settings with one or more up-to-date computers connected to the Internet

Indicator: Average number of (up-to-date computers, multimedia computers, computers connected to the Internet, PDAs, laptops) per instructional setting

Data Elements:
C3-008 EI006: Total number of multimedia computers in instructional settings
Multimedia computer: Refers to computers capable of running Windows 95 or Macintosh OS 8.0 or later operating systems, with chipsets such as Pentium (200 MHz), PowerPC (200 MHz), iMac G3, or better, with at least 64MB of random-access memory (RAM), a CD-ROM or DVD player, and a sound card, manufactured in the five years prior to data collection
C3-009 EI013: Total number of up-to-date computers connected to the Internet in instructional settings

Indicator: Two-way videoconferencing capability: availability, percentage of instructional settings with equipment

Data Elements:
C3-010 EI022: Availability of two-way videoconferencing capability, or other distance education technology, in the school building (by capability type)
Videoconferencing/distance education equipment capability: Example of types: dedicated room or facility; in one or more classrooms; no capability in building
C3-011 EI023: Total number of instructional settings with two-way videoconferencing capability

Indicator: Ratio of digital video editing systems per school

Data Element:
C3-016 Total number of video editing systems in school/districtIndicator: Percentage of instructional settings with projection devices
Data Element:
C3-026 EI036: Total number of instructional settings with a computer projector

C3-2: Is equipment available to students?

Indicator: Average number of students per (up-to-date computer, PDA, multimedia computer, computer connected to the Internet, laptop) dedicated to student use in instructional settings

Data Elements:
C3-033 Ratio of students to multi-media computers dedicated to student use in instructional settings
C3-034 Ratio of students to laptop computers dedicated to student use in instructional settings
C3-035 Ratio of students to Internet-connected computers dedicated to student use in instructional settings
C3-036 Ratio of students to PDAs dedicated to student use in instructional settings

Indicator: Percentage of students (with regular access to multimedia computers, regular access to computers connected to the Internet, access only in computer laboratories, regular access to laptops on carts in school, regular access to laptops semi-permanently checked out to them, access after school hours that is limited to a library media center or community center)

Data Elements:
C3-037 Total number of students who regularly have access to instructional settings that regularly use school labs with Internet access
C3-038 Total number of students with access to instructional settings that regularly use laptops
C3-039 Total number of students who regularly have access to Internet-ready laptops for checkout during the school day
C3-040 Total number of students who daily use Internet-ready laptops semi-permanently checked out to them by the school
C3-041 Numbers of students with no or varying degrees of access to computers during the school day, outside of the regular class schedule
C3-042 Total number of students with access to instructional settings that regularly use PDAs

C3-3: Is equipment available for use by teachers?

Indicator: Percentage of teaching staff with their own (dedicated) computer, laptop, or PDA at school (by computer capabilities, type, Internet access, age)

Data Elements:
C3-049 EI056: Total number of teachers with a computer with Internet access dedicated to their use at school
C3-053 Total number of teachers with a PDA dedicated to their use at school

C3-4. Is equipment available for use by administrators and support staff?

Indicator: Percentage of administrative or support staff with a dedicated, up-to-date computers, PDAs, laptops (by computer capabilities, age, Internet access)

Data Elements:
C3-062 EI063: Total number of administrative or support staff with an up-to-date computer connected to a local-area network (building-level LAN) or wide-area network (district-level WAN) in the school
C3-063 EI064: Total number of administrative or support staff with a computer with Internet access dedicated to their use at school

C3-5. Does the infrastructure have the capacity to support the school's technology needs?

Indicator: Percentage of instructional settings with one or more up-to-date computers connected to a network and to the Internet

Data Elements:
C3-071 EI012: Total number of instructional settings with one or more up-to-date computers connected to a local-area network (building-level LAN) or wide-area network (district-level WAN)

Indicator: Availability of bandwidth (to building)

Data Element:
C3-076 EI021: Amount of (shared) bandwidth for Internet access in the building. Bandwidth: Example ratings for bandwidth amount: 33.6 KBPS or under; 56 KBPS; 128 KBPS; 256 KBPS; 512 KBPS; 768 KBPS (.5 T1) 1.544 MBPS (T1); Ethernet; DS (1) or higher
C3-077 Percentage and number of schools/district offices that connect to the Internet at various bandwidths, including wired and wireless (e.g., T1, T3, digital satellite, cable modem, Internet 2)
C3-078 Percent and number of classrooms with various bandwidths
C3-081 Sufficiency of electrical wiring

C3-6: Does access extend beyond the school day and outside the school facility?

Indicator: Student access to Internet-ready computers and school-based online services extends beyond the school day

Data Elements
C3-083 Type/Extent of student access in community settings
C3-084 Type/Extent of student access to school servers from home
C3-085 Type/Extent of student access to the Internet from home

Indicator: Staff access to Internet-ready computers and school-based online services extends beyond the school day

Data Elements
C3-086 Type/Extent of staff access to school servers from staff homes
C3-087 Type/Extent of staff access to the Internet from staff homes

Indicator: Student access beyond the school day to Internet-ready computers and school-based online services is facilitated by the school

Data Elements
C3-088 Degree to which the school facilitates student access in community settings for students C3-089 Degree to which school facilitates student access to school servers from student homes C3-090 Degree to which school facilitates student access to the Internet from home

Indicator: Staff access beyond the school day to Internet-ready computers and school-based online services is facilitated by the school

Data Elements
C3-091 Degree to which school facilitates staff access to school servers from staff homes
C3-092 Degree to which school facilitates staff access to the Internet from staff homes

C3-7: Are software and online services strategically deployed and sufficient to address unmet needs of learners and educators both during and beyond the school day/environment?

Indicator: Range of instructional content available electronically

Data Element:
C3-093 Count and type of instructional content electronically available throughout the organization, including library holdings, periodical databases, organized Internet content, and distance learning content.

Indicator: Student access to software, online services, and communication to support learning and productivity

Data Element:
C3-094 Count and type of basic software and services (e.g., productivity tools, browsers, personal email account provided by school, class email account, eLocker, home access to online school services, home access to online curriculum resources purchased by school, homework assignments for classes, grades, homework hotline, etc.) available to students by location

Indicator: Teacher access to a basic suite of software for professional practice (e.g., productivity, graphics, browser, communication, and development software)

Data Element:
C3-095 Count and type of basic suite of software (productivity tools, Internet/research tools/educational software), online services, and Web space/tools for productivity and communication (e.g., Web development, Web hosting, flexibility email accounts for teachers, teacher management of own desktops) available to teachers. [NOTE: see also effective practice]

Indicator: The school uses technology to improve outreach services to parents

Data Element:
C3-096 School provision of online services for parents (e.g., access to student work, student records, students' homework assignments, communication with administrators/teachers, school announcements/schedules/ lunch menus, permission slips, etc.)

C3-8: Is virtual learning strategically available and sufficient to address unmet needs of learners and educators both during and beyond the school day/environment?

Indicator: High-quality, relevant virtual learning opportunities are available to students during and beyond school day

Data Elements:
C3-097 The key purpose of distance learning in the school is: Advanced Placement, supplement to academics, remediation
C3-098 The percent of students enrolled in virtual learning courses (AP, regular curriculum, remedial) by type of access (Internet, interactive video-desktop or classroom, satellite-1 way video, 2 way audio)

C3-9: Does the school/district provide adequate and timely support for hardware, software, and instructional application?

Indicator: There is sufficient technical planning and support for operation, troubleshooting, and maintenance of equipment

Data Element:
C3-101 Technical support staff per networked instructional and administrative computer by location

Indicator: There are instructional support staff for professional instructional and training of school staff

Data Element:
C3-104 Number of instructional technology staff per FTE

Indicator: Reasonable response time to problems with equipment or the network

Data Elements:
C3-105 Average time for response to technical, instructional, and networking
troubleshooting request; average 'up time' for network by location, grade level, demographics C3-109 Preventive maintenance schedule established; backup and disaster recovery procedures are in place
C3-110 Appropriate network security is in place

C3-10: Is technology being used to improve the efficiency and effectiveness of the system?

Indicator: Technology is used to improve the efficiency, accuracy, effectiveness, and timeliness of administrative processes, operations, and functions

Data Elements:
C3-112 Information about students is readily available, in real-time to educators and administrators who need it (e.g., basics, demographics, issues of student performance, needs, and interventions in real-time), from a centralized data warehouse

Indicator: Technology is used to improve district communications

Data Elements:
C3-117 Number/percent of teachers/administrator who use:

Online assessments of students

Indicator: The operation of the infrastructure strikes a balance between increasing service to staff and student (flexibility and adaptability) and central control required to maintain security and reliability

Data Elements:
C3-120 Nature of decision-making process for infrastructure purchases, deployment, and operation

Condition 4: Digital Equity
Is the digital divide being addressed through resources and strategies that ensure that all students are engaging in an educational program aligned to the vision?

[Note: Most of the equity questions will be answered by analyzing school level data, analyzing trends based on correlations between high percentages of minority, low-socioeconomic student populations with other data elements related to impact and classroom practices with technology.]

C4-1: Has the school/district ensured that socioeconomic status is not a barrier to readiness for the Digital Age?

Indicator: Content and applications of technology are designed to support the special needs of low-income students

Data Elements:
C4-001 The technology plan includes specific reference to the technology needs of students with low SES backgrounds
C4-002 Percentage of budget for Title I allocated to technology-supported learning

Indicator: The frequency and types of technology use by students of low SES backgrounds in comparison to that of all students

Data Elements:
C4-003 Proportion of students from low SES backgrounds using various types of technology/software/online learning
C4-004 Frequency of use in 2a
C4-005 Proportion of students from low SES backgrounds using technology for a range of learning activities

Indicator: The level of technology proficiency of students with low SES backgrounds in comparison to that of all students

Data Elements:
C4-006 Proportion of low SES students who fall into varying categories of technology proficiency

Indicator: The extent to which the school extends access to technology to low-income homes and families

Data Elements:
C4-007 Existence of special programs to support low-income homes and families

Low-cost Internet access for families

Condition 5: Vision, Systems and Leadership

Has the education system reengineered itself into a high-performance learning organization?

Note: The NLI workgroup recommended that the enGauge 21st Century Skills be used as a basis for this section. That decision should be revisited once the Partnership for 21st Century Skills work is complete.

C5-1: Is the school/district vision aligned to today's knowledge-based, Digital Age? Are all stakeholders committed to the vision?

Indicator: The vision for technology in the school/district addresses the mission of public education in the context of today's technological knowledge age

Data Element:
C5-001 The vision includes reference to: the knowledge-based, Digital Age, or to our technological society; life-long learning or self-directed learning; the student's role in a global society; an education system required to prepare students for the knowledge age

C5-2: Digital-age Standards and Assessments: Do student standards reflect the district's digital-age vision? Are curricula, instruction, and assessments aligned to these standards?

Indicator: Learning standards go beyond traditional academic standards to include technological literacy and other 21st century skills

Data Elements:
C5-005 The learning standards include technological literacy as a stand-alone component
C5-006 Technological literacy has been embedded into the learning standards
C5-007 The learning standards include other 21st century skills (as defined by NCREL/Metiri enGauge): (information literacy, visual literacy, self-direction [life-long learning], higher-order thinking, etc.)

Indicator: Curricula, instruction, and assessments are purposefully designed to advance students' technological literacy and 21st century skills

Data Elements:
C5-008 Instructional approaches are research-based to advance students' technological literacy and 21st century skills
C5-009 Assessments are in place that measure students' technology literacy and 21st century skills
C5-011 Incentives and formal processes are in place to encourage teachers to use learning activities designed to foster technological literacy and 21st century skills
C5-012 Teachers are provided professional development and resources to build their capacity to engage students in the newly aligned curricula, instruction, and assessment

C5-3: Systems Thinking. Is the school/district transforming into a high-performance system capable of achieving a 21st century vision? Is the system formally adopting the use of technology to become more effective, efficient, and real time in communication, management, and leadership?

Indicator: Decision-making processes related to technology are based on the learning needs of students, grounded in a sound, commonly available knowledge base

Data Elements:
C5-015 Evidence of a sound decision-making process based on student needs
C5-016 Evidence of a sound decision-making process grounded in research and effective practice

Indicator: The leadership team is actively promoting teachers' implementation of the aligned curriculum

Data Elements:
C5-019 Incentives and formal processes are in place to encourage teachers to use learning activities designed to foster technological literacy and/or 21st century skills
C5-020 Teachers are provided professional development and resources to build their capacity to engage students in the newly aligned curricula, instruction, and assessment

C5-4: Culture of Validated, Research-based Innovation.Is innovation with technology supported, encouraged, and actively developed through policies and informal action?

Indicator: Research-based, technology innovation is fostered formally and informally at the building level

Data Elements:
C5-023 Existence of professional or financial incentives (e.g., laptops, collegial teaming, continuing education units, stipends, higher performance reviews) to teachers for effective/research-based uses of technology
C5-024 Existence of professional or financial incentives (e.g., laptops, collegial teaming, continuing education units, stipends, higher performance reviews) to administrators for effective/research-based uses of technology
C5-025 The degree to which the school culture fosters the innovation and continuous change required for effective/research-based uses of technology

Indicator: Research-based, technology innovation is fostered formally and informally at the district level

Data Elements:
C5-028 Existence of district-wide professional or financial incentives (e.g., laptops, collegial teaming, continuing education units, stipends, higher performance reviews) to teachers for effective/research-based uses of technology
C5-029 Existence of district-wide professional or financial incentives (e.g., laptops, collegial teaming, continuing education units, stipends, higher performance reviews) to administrators for effective/research-based uses of technology
C5-030 The degree to which the district culture fosters the innovation and continuous change required for effective/research-based uses of technology
C5-031 Characteristics of the school/district culture for innovation and change regarding technology

Indicator: Research-based, technology innovation is fostered formally and informally at the state level

Data Elements:
C5-034 Existence of state level standards, guidelines, or professional or financial incentives (e.g., laptops, collegial teaming, continuing education units, stipends, higher performance reviews) for effective/research-based uses of technology
C5-035 The degree to which the state culture fosters the innovation and continuous change required for effective/research-based uses of technology
C5-036 Characteristics of the state culture for innovation and change regarding technology

C5-5: Community Connections. Are there formal, technology-related structures and processes in the school/district that engage parents, community members, school faculty, and learners in meaningful exchanges, interactions, and partnerships to advance the vision?

Indicator: Does the school/district use of technology involve and/or benefit parents, families, and communities?

Data Elements:
C5-023 The community is considered in the design of formal electronic communications systems within the school
C5-024 The technology connections to the community are two-way, interactive channels of communication
C5-025 The community's access and/or experience with technology is enhanced through the school
C5-026 Parents interaction with teachers and/or their level of involvement with their child's learning is advanced through technology

Indicator: The school uses technology to foster and/or advance community partnerships

Data Elements:
C5-027 Mission critical components of the curriculum are dependent on community interactions that are fostered through technology
C5-029 Mission-critical services/products in community groups and/or community businesses are supported by the school and by students using technology

C5-6: Administrator Proficiency. Are administrators prepared to use technology effectively? Are administrators leading the school/district toward more effective uses of technology in teaching, learning and managing?

Indicator: Administrators are informed advocates and leaders for effective uses of technology by all students

Data Elements:
C5-044 Percent of administrators achieving acceptable performance on standards-based profiles of user skills as defined by the Technology Standards for School Administrators (TSSA)
C5-045 Inclusion of technology-related resources in recent curriculum adoptions

Indicator: Administrators model effective uses of technology in carrying out their administrative, management, and leadership responsibilities

Data Element:
C5-047 Proportion of administrative functions dependent on technology (communication with staff, scheduling, presenting, parental outreach, data analysis, human resources, etc.).

Indicator: Administrators have merged (or are the process of merging) technology plan with the school improvement plan

Data Element:
C5-052 Degree to which technology is evident in all sections of the school improvement plan

Indicator: Administrators set high expectations for all educators in the system to use technology effectively

Data Elements:
C5-053 Type of expectation set for teachers by the principal for effective uses of technology (range from informal to formal-level of consequences and rewards)
C5-054 Type of expectation set for principals by the superintendent or leadership team for effective uses of technology in each school (range from informal to formal-level of consequences and rewards)

Indicator: Administrators ensure that technology is adequately resourced to ensure high-quality implementation, growth, and sustainability

Data Elements:
C5-057 Degree of advocacy by administrators for technology-related expenditures
C5-058 Percentage of the technology plan (or technology component of the school improvement plan) funded

C5-7: Professional Development. Does the school/district provide comprehensive professional growth opportunities for teachers, administrators, and other staff that build their capacity to advance the vision? Is the measure of effectiveness for professional development closely linked to student performance?

Indicator: Teachers, administrators, and other instructional staff are participating in professional development that advances learning through technology

Data Elements:
C5-064 Percentage (or number) of teachers who report participating in district or school sponsored professional development activities focused on integrating technology into subject area instruction
C5-065 Technology-related professional development exhibits characteristics of successfully professional development (as defined by NSDC and research literature)

Indicator: The school and district provide teachers, administrators and other staff with comprehensive professional growth opportunities aligned to the vision

Data Elements:
C5-066 The effectiveness of professional development is based on the degree to which it advances student performance
C5-067 Types of technology-related professional development made available to staff (e.g., IT skill development, domain specific, ongoing vs. one-shot, virtual vs. face-to-face, linked to other initiatives vs. stand-alone)

Indicator: The school/district professional development program is designed to advance the vision and impact student learning

Data Element:
C5-068 Degree to which professional development for technology is integrated into the overall professional development program for the district

C5-8: Data-Driven Decision-Making and AccountabilityHas the school/district established the metrics and benchmarks for effective uses of technology at the student, educator and systems levels? Does the school/district collect and analyze data to track progress and correlate findings? Decision-making at all levels is informed and influenced by the results.

Indicator: The school/district has established-and uses- metrics and benchmarks for effective uses of technology for decision-making at the student, educator, and systems levels

Data Element:
C2-076 Decision-making at all levels is informed and influenced by student data and benchmarked to the technology plan

C5-9: Comprehensive, Prioritized Funding. Does the school/district address the full cost of technology as a regular part of district/school budgeting? Is funding prioritized to promote equity across and within schools to establish high-impact, student-centered uses of technology and to provide the support systems necessary to sustain them?

Indicator: Funding is prioritized to meet key learning goals

Data Element:
C5-084 The prioritization of technology funds promotes equity across and within schools

Indicator: Administrators ensure that technology is adequately resourced to ensure high-quality implementation, growth, and sustainability

Data Element:
C5-090 Percentage of the Maintenance and Operation budget allocated for technology and technology-related functions.

SECTION 3: STATE POLICIES
Key Questions, Indicators, and Data Elements

Section 3 Methodology: Surveys of one point of contact in state departments of education [Source: See Dede Framework]

Policy 1: State Technology Standards and Assessments for Students
How does the state ensure quality in student learning and assessment through effective uses of technology?