SETDA Common Data Elements Project
Note: This document includes a comprehensive list of measures (indicators and data elements) that fully address the key questions in each section. The starred (*) items represent the Indicators and Data Elements identified as essential to the completion of the NCLB, Title II, Part D state performance report. [NOTE: Every effort was made to keep this list of Critical indicators and data elements to a minimum.]
General data elements:
G-001 NCES GC001: Total number of instructional settings in the school building.
Instructional setting: Includes both regular classrooms and computer laboratories.
G-002 GC004: Total number of students enrolled.
G-003 NCES GC005: Total number of teaching staff. Includes teachers with regular assignments as well as long-term substitutes; does not include short-term substitute teachers. An alternative data element would be GC006.
G-004 NCES GC007: Total number of administrative or support staff.
G-005 NCES GC005: Total number of teaching staff. Includes teachers with regular assignments as well as long-term substitutes; does not include short-term substitute teachers. An alternative data element would be GC006.
SECTION 1: IMPACT ON STUDENT LEARNING
Methodology: State-level Stratified Random Sampling (Student Surveys, Teacher Surveys, Classroom Observations, Artifact Reviews) correlated with student performance data
Indicator: Incidence of increased academic achievement strongly correlated to type and quality of technology-based learning intervention.
Data Elements:
Indicator: Incidence of attainment of 21st Century skills strongly correlated to type and quality of technology-based learning intervention.
Data Elements:
Indicator: Levels of engagement of students in learning activities strongly correlated to type and quality of technology-based intervention.
Data Elements:
Indicator: Levels of student performance of technological literacy strongly correlated to type and quality of technology-based intervention.
Data Elements:
SECTION 2: CONDITIONS
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 sampling-including: site visits, artifact reviews, classroom observations, interviews of teachers, students, and parents.
Key Questions, Indicators, and Data Elements
SS1-1: Is student academic achievement improving where technology is being used effectively?
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
S1-005 Rigor of teacher's implementation of technology intervention
S1-006 Quality of classroom management in intervention classrooms
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?
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
See also S1-001 through S1-006
S1-3: Are students more engaged in learning where technology is being used effectively?
S1-011 Level of students' intrinsic motivation with targeted learning
S1-012 Level of student self-efficacy in learning
S1-013 Trends in student attendance.
S1-014 Level of student behavior referrals
S1-015 Level of student drop-out/retention rates
S1-016 Graduation rates
S1-017 Level of student self-direction in learning activities.
S1-018 Level of student status, power, and autonomy within the school and among peers.
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
See also S1-001 through S1-010
S1-4: Are students demonstrating proficiency in technological literacy (e.g., performance reviews, assessment of student products, observations)?
S1-021 Student performance with basic operations of technology tools
S1-022 Type of student performance with technology related to social, human, ethical issues
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
Key Questions, Indicators, Data Elements
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 student using technology to advance academic achievement?
Indicator: Patterns of student uses 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
C1-003 On average, minutes per week of technology use by students (4 elements: by the 4 grade levels). Building Survey Question B3.
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
C2-010 Proportion of teachers taking technology-related courses at universities this school year. Building Survey B16
C2-011 Proportion of teachers participating in technology-related workshops or training sessions. Building Survey B16
Condition 3: Robust Access, Anywhere, Anytime
Methodology: School and district surveys
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:
C3-001 EI002: Total number of instructional settings with one or more up-to-date computers.
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
C3-004 Total number of instructional settings with PDAs
C3-005 Total number of mobile carts with multiple laptops
C3-006 Total number of mobile carts with multiple laptops easily connected to the Internet from instructional settings
Indicator: Average number of (up-to-date computers, multimedia computers, computers connected to the Internet, PDAs, laptops) per instructional setting
Data Elements:
C3-007 EI001: Total number of up-to-date computers in instructional settings.
Up-to-date: Computers purchased in the five years prior to data collection. Example rating for computer age groupings:0-12 months between purchase and data collection;13-36 months between purchase and data collection; and over 37 months.
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: Graphing calculators: availability, percentage of instructional settings with equipment, average number of students per graphing calculator.
Data elements:
C3-012 EI024: Total number of courses taught in the school with regular use of graphing calculators.
C3-013 EI025: Total number of instructional settings in which graphing calculators are regularly used.
C3-014 EI026: Total number of students in courses taught with regular use of graphing calculators.
Indicator: Ratio of digital cameras per school
Data Element:
C3-015 Total number of digital cameras in school/district
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
Indicator: Percentage of instructional settings with external input devices (such as DVD players orvideocassette recorders).
Data Element:
C3-017 EI027: Total number of instructional settings with dedicated external input devices.
External input devices: Example of dedicated external input device types: videocassette recorder, digital videodisk.
C3-018 EI028: Total number of instructional settings with dedicated videocassette recorder.
C3-019 EI029: Total number of instructional settings with dedicated digital videodisk player.
Indicator: Percentage of instructional settings with broadcast video receivers.
Data elements:
C3-020 EI030: Total number of instructional settings with broadcast video receiving equipment (cable-connected monitors),by type of device.
Broadcast video receivers: Example of broadcast video receiving device types: closed-circuit building-level cable system, external cable system.
C3-021 EI031: Total number of instructional settings with closed-circuit cable access.
C3-022 EI032: Total number of instructional settings with access to an external cable system.
Indicator: Percentage of instructional settings with projection devices.
Data elements:
C3-023 EI033: Total number of instructional settings with projection device, by type of device.
Projection devices: Example of projection device types: large monitor, overhead opaque projector, computer projector or electronic whiteboard, overhead transparency projector.
Large-screen monitors: Monitors with diagonal measurements of 27"or larger.
C3-024 EI034: Total number of instructional settings with one or more dedicated large screen monitors.
C3-025 EI035: Total number of instructional settings with an overhead opaque projector.
C3-026 EI036: Total number of instructional settings with a computer projector.
C3-027 EI037: Total number of instructional settings with an electronic whiteboard.
C3-028 EI038: Total number of instructional settings with an overhead transparency projector.
Indicator: Percentage of instructional settings with dedicated printer.
Data elements:
C3-029 EI039: Total number of instructional settings with one or more dedicated printers.
Indicator: Ratio of GIS/school.
Data Elements:
C3-030 Number of GIS systems per school.
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:
C3-031 NCES EI041: Total number of students in instructional settings with one or more up-to-date computers dedicated to student use.
C3-032 Ratio of students to up-to-date computers dedicated to student use in instructional settings.
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, with regular access to computers connected to the Internet, with access only in computer laboratories, with regular access to laptops on carts in school, with regular access to laptops semi-permanently checked out to them, with access after school hours limited to library media center or community center. without regular access to computers).
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:
C3-044 EI051: Total number of teachers with an up-to-date laptop computer dedicated to their use at school.
Laptop computer: Portable personal computer with a battery and a monitor, suitable for carrying and using detached from a desk or power supply; see also "Desktop computer."
C3-045 EI052: Total number of teachers with an up-to-date desktop computer dedicated to their use at school.
Desktop computer: Personal computer with an attached monitor,keyboard, and mouse, primarily for individual use and not generally detachable; see also "Laptop computer."
C3-046 EI053: Total number of teachers with an up-to-date computer dedicated to their use at school.
C3-047 EI054: Total number of teachers with a multimedia computer dedicated to their use at school.
C3-048 EI055: Total number of teachers with a dedicated up-to-date computer connected to a local-area network (building-level LAN)or wide-area network (district-level WAN)in instructional settings.
C3-049 EI056: Total number of teachers with a computer with Internet access dedicated to their use at school.
C3-050 EI058: Total number of teachers with a computer dedicated to their use at school with 0-12 months between purchase and data collection.
C3-051 EI059: Total number of teachers with an up-to-date computer dedicated to their use at school with 13-36 months between purchase and data collection.
C3-052 EI060: Total number of teachers with an up-to-date computer dedicated to their use at school with 37 or more months between purchase and data collection.
C3-053: Total number of teachers with a PDA dedicated to their use at school
Indicator: Teaching staff are allowed to take school-provided computers to their homes outside of school hours.
Data Elements:
C3- 054 NCES EI057: School policy allows (or encourages) teachers to take school-provided computers to their homes (desktop, laptop, PDA).
Indicator: Percentage of teaching staff with access to a computer, laptop, or PDA for instructional use, by location of access (at school, at home).
Data Elements:
C3-055 NCES GC005: Total number of teaching staff. Includes teachers with regular assignments as well as long-term substitutes; does not include short-term substitute teachers. An alternative data element would be GC006.
C3-056 EI049: Total number of teachers with regular access to a computer at home.
C3-057: Total number of teachers with regular access to a computer at home with Internet access.
C3-058 EI050: Total number of teachers with regular access to a computer at school.
C3-059: plus PDA
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:
C3-060 EI061: Total number of administrative or support staff with an up-to-date computer dedicated to their use at school.
C3-061 EI062: Total number of administrative or support staff with a multimedia computer dedicated to their use at school.
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.
C3-064 EI065: Total number of administrative or support staff with a computer dedicated to their use at school with 0-12 months between purchase and data collection.
C3-065 EI066: Total number of administrative or support staff with an up-to-date computer dedicated to their use at school with 13-36 months between purchase and data collection.
C3-066 EI067: Total number of administrative or support staff with an up-to-date computer dedicated to their use at school with 37 or more months between purchase and data collection.
C3-067 EI068: Total number of up-to-date computers in administrative settings.
C3-068 Total number of administrative or support staff with a PDA dedicated to their use at school
C3-069 Total number of administrative or support staff with an up-to-date laptop computer 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:
C3-070 Deleted
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: Ratio of staff to dedicated computers connected to a network (instructional, administrative and support).
Data elements:
C3-072 NCES GC005: Total number of teaching staff. Includes teachers with regular assignments as well as long-term substitutes; does not include short-term substitute teachers. An alternative data element would be GC006.
C3-073 NCES GC007: Total number of administrative or support staff.
C3-074 EI055: Total number of teachers with a dedicated up-to-date computer connected to a local-area network (building-level LAN) or wide-area network (district-level WAN)in instructional settings.
C3-075 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.
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
C3-079 Type/capacity of WAN
C3-080 Type/capacity of LAN
C3-081 Sufficiency of electrical wiring
C3-082 Capacity and type of video access
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: Teachers access to a basic suite of software for their 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 the following 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)
C3-099 Support structure exists for ensuring student success
C3-100 A feedback loop ensures continuous improvement of virtual learning offerings
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
C3-102 Warranty service agreements per networked instructional and administrative computer, by locationC3-0 There is sufficient technical planning and support for operation, troubleshooting, and maintenance of network
C3-103 Network specialists per networked instructional and administrative computer, by location, grade level, and demographics.
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
C3-106 Number and type of maintenance incidents, average downtime, average number of user calls to help desk, average time to repair (per workstation, per server) in the most recent academic year
C3-107 Help desk, FAQ, Access to manuals
C3-108 Diagnostic software available
C3-109 Preventive maintenance schedule established; backup and disaster recovery procedures are in place
C3-110 Appropriate network security is in place
Indicator: The Total Cost of Ownership for the equipment is documented and within acceptable parameters
Data Element:
C3-111 Replacement/upgrade schedule established with reasonable span (network, hardware, and software)
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
C3-113 The administrative processes that lend themselves to paperless processes have been converted and readily adopted.
C3-114 The electronic systems in the school district are integrated--each informs the other--repetitive data entry/analysis has been eliminated.
C3-115 Information from administrative areas of the organization is easily accessed, easy to use, and provided in a usable form that is real-time and efficient. These areas include Fiscal, Human Resources, Transportation, Food Services, Library Systems, etc.
Indicator: Technology is used to improve district communications
Data Elements:
C3-116 Electronic messaging systems are in place and fully utilized.
C3-117 Number/percent of teachers/administrator who use:
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:
C3-118 The responsibility for data is appropriately decentralized.
C3-119 Procedures for evaluating software (NCES)
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?
Methodology: State-level Stratified Random Sampling (Student Surveys, Teacher Surveys, Classroom Observations, Artifact Reviews) plus correlation of items re: access and practice with demographic data
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
C4-2: Has the school/district ensured that gender is not a barrier to readiness for the Digital Age?
Indicator: Content and applications of technology are designed to support the specific needs of male and female students
Data Elements:
C4-08 The technology plan includes specific reference to the specific technology requirements of both genders
C4-09 The school promotes access to content reflective of gender equity
Indicator: The frequency and types of use of technology by male and female students
Data Elements:
C4-010 Proportion of male and female students using various types of technology uses/software/online learning
C4-011 Frequency of use in C4-015
C4-012 Proportion of male and female students using technology for a range of learning activities
C4-013 Frequency of use in C4-017
Indicator: The level of proficiency of male vs. female students
Data Elements:
C4-014 Proportion of male and female students who fall into varying categories of technology proficiency for: a) basic skills, b) multimedia tools, c) communications tools, and d) research & problem-solving tools
C4-3: Has the school/district ensured that race is not a barrier to readiness for the Digital Age?
Indicator: Content and applications of technology are designed to support the needs of minority students
Data Elements:
C4-015 The technology plan includes specific reference to needs of minority students
C4-016 The school promotes access to content reflective of all students' backgrounds
Indicator: The frequency and types of technology use by minority students in comparison to that of all students
Data Elements:
C4-017 Proportion of minority students using various types of technology/software/online learning
C4-018 Frequency of use in 2a
C4-019 Proportion of minority students using technology for a range of learning activities
Indicator: The level of technology proficiency of minority students in comparison to that of all students
Data Element:
C4-020 Proportion of minority students who fall into varying categories of technology proficiency
Indicator: The extent to which the school extends access to technology to the homes and families of minority students
Data Elements:
C4-021 Existence of special programs to support minority homes and families
C4-4: Are school and district staffs familiar with assistive technologies? Are they prepared to identify and use these technologies where appropriate?
Indicator: Content and applications of technology are designed to support special needs populations
Data Elements:
C4-022 The technology plan includes specific reference to accessibility issues and other requirements of special needs populations
C4-023 The school promotes access to content reflective of all students' backgrounds
C4-024 The technology is used to promote inclusion
C4-025 Degree to which school/district Web site is accessible to individuals with disabilities
Indicator: All educators who work with special needs students are aware of disability issues and are well-trained in accommodations, including assistive technologies
Data Elements:
C4-026 Existence of professional development opportunities on technology for special education staff
C4-027 Degree to which teachers and other instructional support staff are familiar with categories of assistive technologies, know how to identify students who should be using assistive technologies, and know how to refer/provide access to assistive technologies
Indicator: The frequency and types of technology use by special needs students in comparison to that of all students
Data Elements:
C4-028 Proportion of special needs students using various types of technology/software/online learning
C4-029 Frequency of use in 2a
C4-030 Number of students using computer-based assistive or adaptive technologies to compensate for disabilities or limitations
Indicator: The level of technology proficiency of special needs students in comparison to that of all students
Data Elements:
C4-031 Proportion of special needs students who fall into varying categories of technology proficiency
C4-5: Do all students have access to a range of high-quality technology uses within the curriculum, regardless of the schools or classroom they attend?
Indicator: Content and applications of technology are designed to support the needs of students in all schools within the district.
Data Elements:
C4-032 The technology plan includes specific reference to the technology requirements of students in all schools
C4-033 There is guidance from the school or district to ensure that within schools, the use of technology by teachers across grades is consistent
C4-034 There is guidance from the school or district to ensure that the use of technology by all teachers teaching in a specific content domain is consistent
Indicator: The frequency and types of use of technology by students across schools is equitable
Data Elements:
C4-035 Proportion of students using various types of technology uses/software/online learning among schools
C4-036 Frequency of use in above item
C4-037 Proportion of students using technology for a range of learning activities among schools
C4-038 Frequency of use in above item
Indicator: The level of technology literacy of students across schools
Data Elements:
C4-039 Proportion of schools whose students fall into varying categories of technology literacy
Indicator: The extent to which each school expands student access to technology
Data Elements:
C4-040 Existence of special programs to support low-income homes and families
Condition 5: Vision, Systems and Leadership
Has the education system reengineered itself into a high-performance learning organization?
Note: 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.
Methodology: Building surveys, District Surveys, Validation during Site Visits
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
Indicator: The school, district, and community leaders are formally committed to implementing the vision
Data Elements
C5-002 Formal adoption of the vision by the school/district
C5-003 Inclusion of this technology-related vision in the general school mission/vision
C5-004 Broad range of stakeholders identified as contributors to or supporters of the vision/plan
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
C5-010 The curriculum, instruction, assessment, and uses of technology are aligned to the vision, learning standards, 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:
C5-013 Existence of an established base of research and effective practice with technology
C5-014 Familiarity and use of the knowledge base by administrators and teachers
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: Technology is a key design element in every process/decision in the district/school.
Data Elements:
C5-017 The district/school fields team responsible for leadership in learning and technology with both technical and instructional expertise
C5-018 At least one representative from the technology team is formally involved in all curriculum, instruction, assessment, and management decision-making processes
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:
C5-021 The degree to which the principal has established an expectation for effective uses of technology by all teachers
C5-022 The degree to which the principal encourages and supports their staff in the redesign of curriculum, instruction and assessment to optimize effective/research-based uses of technology
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:
C5-026 The degree to which the district administrators have established an expectation for effective/research-based uses of technology by all teachers and principals
C5-027 The degree to which the district administrator encourages and supports the schools in the redesign of curriculum, instruction and assessment to optimize effective/research-based uses of technology-its
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: The school has established two-way, interactive communication with the community
Data Elements:
C5-037 The school/district infrastructure provides students, staff, parents, and community 24-hour, 7-day per week access to the schools' online resources
C5-038 School-home interactions are facilitated electronically
C5-039 School -community interactions are facilitated electronically
Indicator: The school and community have formal processes to explore, develop, and enter into partnerships related to technology
Data Elements:
C5-040 A formal component in technology-related curriculum and lesson design is the exploration of local and global community partnerships
C5-041 The degree to which technology-related community partnerships are structured to ensure mutual benefit
C5-042 School leaders inform and educate the community in issues of technology and learning
C5-043 Frequency with which community and parents are engaged in awareness events or interactions on technology-related school issues
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
C5-046 Existence of at least one new pilot for learning technology launched this school year in the school
Indicator: Administrators model effective uses of technology in carrying out their administrative, management, and leadership responsibilities
Data Elements: Check list...
C5-047 Proportion of administrative functions dependent on technology (communication with staff, scheduling, presenting, parental outreach, data analysis, human resources, etc.).
C5-048 Proportion of administrators with mobile devices (laptop or PDA)
C5-049 Proportion of administrators who participated in a technology-related leadership seminar
C5-050 Proportion of administrators who participate in professional development through virtual learning
Indicator: Administrators have--or are the process of--merging the technology plan with the school improvement plan.
Data Element:
C5-051 Degree of alignment of goals between the technology plan and the school improvement plan.
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)
C5-055 Type of expectation set for specialists by administrators for effective uses of technology (Range from informal to formal-level of consequences and rewards)
C5-056 Type of expectation set for specialists by administrators for effective uses of technology (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.
C5-059 Degree to which discretionary funds are used to support technology-based learning.
Indicator: Administrators ensure school/district policies and guidelines serve to advance effective uses of technology.
Data Elements:
C5-060 Existence of policies on student use of technology
C5-061 Implementation of policies on student use of technology
C5-062 Existence of policies on staff use of technology
C5-063 Implementation of policies on staff use of technology
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
C5-069 Degree to which the district's professional development for technology employs the characteristics of highly effective professional development (continuous, collegial, job embedded, focused on student learning, etc.)
C5-070 Degree to which the district's professional development for technology is linked to the academic standards
C5-071 Degree to which the district has allocated sufficient staff and resources to support the professional development of staff in learning and technology
Indicator: The school leaders monitor and assess professional development plans of teachers in terms of instructional uses of technology
Data Elements:
C5-072 The professional development plan re: learning and technology is monitored and assessed by the principal
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 at the student, educator and systems levels for decision-making.
Data Elements:
C5-073 The school/district has established metrics and benchmarks for effective uses of technology at the system level
C5-074 The school/district has established metrics and benchmarks for effective uses of technology at the student level
C5-075 The school/district has established metrics and benchmarks for effective uses of technology at the educator level
C2-076 Decision-making at all levels is informed and influenced by student data and data benchmarked to the technology plan
C2-077 The technology plan is modified on the basis of the most recent evaluation review
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: The school and the district address the full cost of technology as a regular part of district/school budgeting
Data Elements:
C5-078 Expenditures for instructional technology (equipment) during the last fiscal year per student, per building, and per number of teachers
C5-079 Expenditures for administrative technology (equipment) during the last fiscal year per student, per building, and per number of teachers
C5-080 Expenditures for connectivity and infrastructure during the last fiscal year per student, per building, and per number of teachers
C5-081 Expenditures for instructional technology (software and online services) during the last fiscal year per student, per building, and per number of teachers
C5-082 Expenditures for administrative applications (software and online services) during the last fiscal year per student and per building
C5-083 Expenditures for technology support systems per student and per building
Indicator: Funding is prioritized to meet key learning goals
Data Element:
C5-084 The prioritization of technology funds promotes equity across and within schools
C5-085 The prioritization of technology funds serves to establish high-impact, student-centered uses of technology
C5-086 The prioritization of technology funds serves to provide the support systems necessary to sustain the infrastructure
C5-087 The prioritization of technology funds maintains a formal technology replacement cycle
Indicator: Funding sources are diversified and sustainable
Data Elements:
C5-088 The percentage of technology funds resourced from the general fund
C5-089 The percentage of technology funds from other sources (e.g., state discretionary funds, federal funds, grants)
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.
C5-091 Percentage of the technology plan (or technology component of the school improvement plan) fully funded.
SECTION 3: STATE POLICIES
Key Questions, Indicators, and Data Elements
Methodology: Surveys of one point of contact in state departments of education. [See Dede Framework] Example of First two Dede Questions are shown below:
Policy 1: State Technology Standards and Assessments for Students
P1-1: How does the state ensure quality in student learning and assessment through effective uses of technology?
Indicator: State technology standards for students are integrated and aligned with State content standards for students
Data Elements:
P1-001 The range and grade levels at which technology is substantively addressed in the content standards
P1-002 The degree to which state assessments of students' progress in meeting technology standards are integrated into assessments of students' progress in meeting content standards
Indicator: State technology standards align with national models
Data Elements:
P1-003 The degree to which the state aligns its technology standards with the ISTE NETS for students.
Indicator: State has mandates and programs to build the capacity of schools/districts to implement standards effectively
Data Elements:
P1-003 Applications for state funds for technology require linkage to student technology standards
P1-003 Applications for federal funds for technology require linkage to student technology standards.
P1-003 State provides online resources for model curriculum units and/or lesson plans linking to State technology and content standards
P1-2: How does the state ensure quality in teaching, leadership, and administration?
Indicator: State has established technology standards for educators in context of certification, recertification, and educator preparation programs
Data Elements:
P2-001 State has established technology standards for all levels of professional development for teachers
P2-002 State has established technology standards for all levels of professional development for administrators
P2-003 State has established technology standards for all levels of professional development for teacher educators
Indicator: State assesses technology standards for educators in context of effective use in content domains
Data Elements:
P2-004 State assesses technology standards for all levels of professional development for teachers
P2-005 State assesses technology standards for all levels of professional development for administrators
P2-006 State assesses technology standards for all levels of professional development for teacher educators
Indicator: State has programs that provide incentives and build the capacity of educators to meet the standards
Data Elements:
P2-007 State-provided regional technology centers aid all educators in preparation for effective uses of technology in context of content domains
P2-008 The degree to which state assessments of students' progress in meeting technology standards are integrated into assessments of students' progress in meeting content standards
NOTE: P2-3 through P2-7 will be developed based on Dr. Dede's framework.
