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SETDA Common Data Elements Project

Note: This document includes a comprehensive list of measures (indicators and data elements) that fully addressthe key questions in each section. The starred (*) items represent the Indicators and Data Elements identified asessential to the completion of the NCLB, Title II, Part D state performance report. [NOTE: Every effort was made tokeep 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 aslong-term substitutes; does not include short-term substitute teachers. An alternative data elementwould 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 aslong-term substitutes; does not include short-term substitute teachers. An alternative data elementwould be GC006.

SECTION 1: IMPACT ON STUDENT LEARNING

Key Questions, Indicators, and Data Elements

Methodology: State-level Stratified Random Sampling (Student Surveys, Teacher Surveys, ClassroomObservations, 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 oftechnology-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

S1-005 Rigor of teachers implementation of technology

interventionS1-006 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


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*S1-2: Are students acquiring 21stCentury skills where technology is being used effectively?Indicator:Incidence of attainment of 21stCentury skills strongly correlated to type and quality oftechnology-based learning intervention.Data Elements:

*S1-009 Identification of 21stCentury skill targeted in intervention*S1-010 Levels of student performances on assessments of 21stCentury 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?*Indicator:Levels of engagement of students in learning activities strongly correlated to type and qualityof technology-based intervention.Data Elements:

*S1-011 Level of students intrinsic motivation with targeted

learningS1-012 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 theschool 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., performancereviews, assessment of student products, observations)?

*Indicator: Levels of student performance of technological literacy strongly correlated to type andquality of technology-based intervention.Data Elements:

S1-021 Student performance with basic operations oftechnology tools

S1-022 Type of student performance with technology related tosocial, 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 productswith research tools and processes

*S1-026 Level of student performance/quality of student productsin solving problems and making decisions using technology

*S1-027 Level of student performance/quality of student products

with real-world situations using technology


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SECTION 2: CONDITIONSKey Questions, Indicators, Data Elements

Methodology: Surveys of one point of contact in school buildings, school districts, and state departments ofeducation, and data collection at schools and districts in stratified random samplingincluding: site visits, artifactreviews, 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-basedstrategies that effectively use technologies?

C1-1: Howand with what frequencyare student using technology to advance academicachievement?*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 SurveyQuestion B1

*C1-002 Types of technology regularly used by students (32 elements: 4 grade levels, 8 types ofuse). Building Survey Question B2.

C1-003 On average, minutes per week of technology use by

students (4 elements: by the 4 grade levels). BuildingSurvey 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. 8thgrade) 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 (36elements: 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 duringcollaborative, technology-supported work, and who promote students self-sufficiency aslearners. Building Survey Question B8.

Condition 2: Educator Proficiency

Are educators proficient in implementing, assessing and supporting a variety of effective practices for teaching andlearning?


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

*Indicator: Teacher proficiency on the National Education Technology Standards for Teachers as set byISTE (International Society for Technology in Education).

Data Element

*C2-001 Percent of teachers achieving acceptable performance on standards-based profiles of userskills as defined by the ISTE NETS for teachers. Building Survey Question B9 and sitevisit data

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

*Indicator: Teacher designed lessons that maximize impact of technology on learning.

Data Element

*C2-002 Artifact demonstrating teachers skill in designing lesson that maximizes impactof technology on student learning.

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

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

Data Elements:

*C2-003 Proportion of teachers using non-traditional assessments. Building Survey QuestionB11

C2-004 Types of non-traditional assessments used in school (used by mostteachers). BuildingSurvey Question B12

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. whenstudents learn by conducting online research, collaborating with others). BuildingSurvey Question B13 Site Visits

*C2-006 Proportion of teachers who assess student products generated through the use oftechnology (e.g. multimedia products, Web publications) Building Survey QuestionB14 - Site Visits

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

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


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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 trainingsessions. Building Survey B16

Condition 3: Robust Access, Anywhere, AnytimeMethodology: School and district surveys

Do students and school staff have robust access to technology-anytime, anywhere-to support effectivedesigns 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 computersconnected 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 frominstructional settings

Continue with C3-1*Indicator:Average number of (up-to-date computers, multimedia computers, computers connected tothe 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 ratingfor computer age groupings:0-12 months between purchase and data collection;13-36months 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

OS8.0 or later operating systems, with chipsets such as Pentium (200 MHz)or PowerPC 200MHz or iMac G3 or better, with at least 64MB of random-access memory (RAM),with CD-ROMor DVD player, and with 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 instructionalsettings.

Continue with C3-1

Continue with C3-1*Indicator:Two-way videoconferencing capability: availability, percentage of instructional settings with


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equipment.Data elements:

*C3-010 EI022:Availability of two-way videoconferencing capability, or other distance educationtechnology, 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, averagenumber 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 regularlyused.

C3-014 EI026:Total number of students in courses taught with regular use of graphing calculators.

Continue with C3-1Indicator: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/district

Indicator:Percentage of instructional settings with external input devices (such as DVD players orvideocassette recorders).Data elements:

C3-017 EI027: Total number of instructional settings with dedicated external input devices.External input devices: Example of dedicated external input device types: videocassetterecorder, 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.

Continue with C3-1Indicator: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.

Continue with C3-1*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 opaqueprojector, 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


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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,computerconnected 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-datecomputers dedicated to student use.

C3-032 Ratio of students toup-to-date computers dedicated to student use in instructional settings.

*C3-033 Ratioof students to multi-media computers dedicated to student use in instructional settings.

*C3-034 Ratioof 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 instructionalsettings.

*C3-036 Ratio of students to PDAs dedicated to student use in instructional settings.

Continue with C3-2*Indicator: Percentage of students (with regular access to multimedia computers, with regular access tocomputers connected to the Internet, with access only in computer laboratories, with regular access tolaptops on carts in school, with regular access to laptops semi-permanently checked out to them, withaccess after school hours limited to library media center or community center. without regular access tocomputers).

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 regularlyuse laptops

*C3-039 Total number of students who regularly have access to Internet-ready laptopsfor checkout during the school day


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*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 schoolday, outside of the regular class schedule

*C3-042 Total number of students with access to instructional settings that regularly use PDAs


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

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

C3-044 EI051:Total number of teachers with an up-to-date laptop computer dedicated to their useat school.Laptop computer :Portable personal computer with a battery and a monitor, suitable forcarrying 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 useat 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 atschool.

C3-047 EI054:Total number of teachers with a multimedia computer dedicated to their use atschool.

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 instructionalsettings.

*C3-049 EI056:Total number of teachers with a computer with Internet access dedicated to their useat school.

C3-050 EI058:Total number of teachers with a computer dedicated to their use at school with 0-12months between purchase and data collection.

C3-051 EI059:Total number of teachers with an up-to-date computer dedicated to their use atschool 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 atschool with 37 or more months between purchase and data collection.

*C3-053Total number of teachers with a PDA dedicated to their use at school

Continue with C3-3Indicator:Teaching staff are allowed to take school-provided computers to their homes outside of schoolhours.Data element:

C3- 054 NCES EI057.:School policy allows (or encourages) teachers to take school-providedcomputers to their homes (desktop, laptop, PDA).

Indicator:Percentage of teaching staff with access to a computer, laptop, or PDA for instructional use, bylocation 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 alternativedata 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


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***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 computer, PDA,laptops (by computer capabilities, age, and Internet access).

Data elements:

C3-060 EI061:Total number of administrative or support staff with an up-to-date computerdedicated to their use at school.

C3-061 EI062:Total number of administrative or support staff with a multimedia computer dedicatedto their use at school.

*C3-062 EI063:Total number of administrative or support staff with an up-to-date computerconnected to a local-area network (building-level LAN)or wide-area network (district-levelWAN)in the school.

*C3-063 EI064:Total number of administrative or support staff with a computer with Internet accessdedicated 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 computerdedicated 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 computerdedicated to their use at school with 37 or more months between purchase and datacollection.

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 computerdedicated to their use at school.


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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 anetwork and to the Internet.Data elements:

*C3-070 Deleted

*C3-071 EI012Total number of instructional settings with one or more up-to-date computersconnected 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, administrativeand support).Data elements:

C3-072 NCES GC005:Total number of teaching staff. Includes teachers with regular assignments aswell as long-term substitutes; does not include short-term substitute teachers. An alternativedata 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 instructionalsettings.

C3-075 EI063:Total number of administrative or support staff with an up-to-date computerconnected to a local-area network (building-level LAN) or wide-area network (district-levelWAN)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;128KBPS;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 bandwidthsC3-079 Type/capacity of WANC3-080 Type/capacity of LAN*C3-081 Sufficiency of electrical wiringC3-082 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 servicesextends 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 extendsbeyond the school day

Data Elements


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*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-basedonline services is facilitated by the school

Data Elements

*C3-088 Degree to which the school facilitates student access in community settings forstudents

*C3-089 Degree to which school facilitates student access to school servers fromstudent 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-basedonline services is facilitated by the school

Data Elements

*C3-091 Degree to which school facilitates staff access to school servers from staffhomes

*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 oflearners and educators both during and beyond the school day/environment?

*Indicator:Range of instructional content available electronicallyData Element:

*C3-093 Count and type of instructional content electronically available throughout the organizationincluding library holdings, periodical databases, organized Internet content, and distancelearning content.

*Indicator:Student access to software, online services, and communication to support their learning andproductivity.

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 onlineschool services (identify services), home access to online curriculum resources purchased byschool, homework assignments for classes, grades, homework hotline, etc.) available tostudents 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/researchtools/educational software), online services, and Web space/tools for productivity andcommunication (e.g., Web development, Web hosting, flexibility email accounts for teachers,

teacher management of own desktops) available to teachers. [NOTE: see also effectivepractice]

*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 withadministrators/teachers, school announcements/schedules/lunch menus, permission slips,etc.


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

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

Data Elements:*C3-097 The key purpose of distance learning in the school: 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 videodesktop or classroom, satellite-1way video, 2 way audio)

C3-099 Support structure exists for ensuring student successC3-100 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 Elements

*C3-101 Technical support staff per computer per networked instructional and

administrative computer by location

C3-102 Warranty service agreements per networked instructional and administrative

computer, by location

C3-0 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 staffData Element:

*C3-104 Number of instructional technology staff per FTE*Indicator:Reasonable response time to problems with equipment or the networkData Elements:

*C3-105 Average time for response for technical, instructional, and networking troubleshootingrequest; and average up time for network by location, grade level, demographics.

C3-106 Number and type of maintenance incidents, average downtime, average number of user callsto help desk, average time to repair (per workstation, per server) in the most recentacademic year

C3-107 Help desk, FAQ, Access to manualsC3-108 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 acceptableparametersData Element:

C3-111 Replacement/upgrade schedule established with reasonable span (network, hardware, andsoftware)

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


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*Indicator: Technology is used to improve the efficiency, accuracy, effectiveness, and timeliness ofadministrative 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, andinterventions in real-time), from a centralized data warehouse.

C3-113 The administrative processes that lend themselves to paperless processes have beenconverted and readily adopted.

C3-114 The electronic systems in the school district are integratedeach informs the otherrepetitive 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-timeand efficient. These areas include Fiscal,Human Resources, Transportation, Food Services, Library Systems, etc.

*Indicator:Technology is used to improve district communicationsData Elements:

C3-116 Electronic messaging systems are in place and fully utilized.*C3-117 Number/percent of teachers/administrator who use:

Voice Mail (NCES) Web sites for all classes (Metiri)

Videoconferencing (NCES) Online grading ((Metiri)

Online assessments of students

*Indicator:The operation of the infrastructure strikes a balance between increasing service to staff andstudent (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


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Condition 4: Digital Equity

Is the digital divide being addressed through resources and strategies that ensure that all students are engaging inan educational program aligned to the vision?

Methodology: State-level Stratified Random Sampling (Student Surveys, Teacher Surveys, ClassroomObservations, 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 Element:*C4-001 The technology plan includes specific reference to the technology needs requirements 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 use of technology 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

uses/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 learningactivities

*Indicator: The level of technology proficiency of students of low SES background in comparison to that ofall 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 expands access to technology to low-income homes andfamilies.

Data Elements:

*C4-007 Existence of special programs to support low-incomehomes and families

Technology check-out programs

Long-term laptop/desktop loan to student/family

Economic support for family purchase

Community-based access subsidized by school

eLearning opportunities

Low-cost Internet access for families


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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 andfemale studentsData 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/onlinelearningC4-011 Frequency of use in C4-015C4-012 Proportion of male and female students using technology for a range of learning activitiesC4-013 Frequency of use in C4-017

*Indicator: The level of proficiency of students 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) multi-media 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 studentsData 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 use of technology use by minority students in comparison to thatof all students

Data Elements:

*C4-017 Proportion of minority students using various types of technology uses/software/onlinelearning

*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 Elements:

*C4-020 Proportion of minority students who fall into varying categories of technology

proficiency

*Indicator: The extent to which the school expands access to technology to the homes and families ofminority students.

Data Elements:


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*C4-021 Existence of special programs to support minority homesand families




Community-based access subsidized by school eLearning opportunities

Low-cost internet access for 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 populationsData Elements:

*C4-022 The technology plan includes specific reference toaccessibility issues and other requirements of special needs

populationsC4-023 The school promotes access to content reflective of all students backgroundsC4-024 The technology is used to promote inclusion*C4-025 Degree to which school/district Web site to accessible to individuals with

disabilities

*Indicator: All educators who work with special needs students are aware of disability issues and 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 use of technology use by special needs studentsData Elements:

*C4-028 Proportion of special needs students using various types of technology uses/software/onlinelearning

*C4-029Frequency 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


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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 allschools within the district.

Data Elements:

*C4-032 The technology plan includes specific reference to the technology requirements of students inall schools

*C4-033 There is guidance from the school or district to ensure that within schools, the use oftechnology 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 equitableData Elements:

*C4-035 Proportion of students using various types of technology uses/software/online learning amongschools

*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




Community-based access subsidized by school

eLearning opportunities

Low-cost internet access for families


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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 21stCentury Skills be used as a basis for this section. Thatdecision should be revisited once the Partnership for 21stCentury Skills work is complete.

Methodology: Building surveys, District Surveys, Validation during Site Visits

C5-1: Is the school/district vision aligned to todays 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

todays technological, knowledge age.

Data Elements

*C5-001 The vision includes reference to: knowledge-based, digital age, or technological society; life-long learning or self-directed learning; the students role in a global society; the educationsystem required to prepare students for the knowledge age

Indicator:The school, district, and community leaders are formally committed to implementingthe vision

Data Elements

C5-002 Formal adoption of the vision by the school/districtC5-003 Inclusion of this technology-related vision in the general school mission/visionC5-004 Broad range of stakeholders identified as contributors to or supporters of the vision/plan


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C5-2: Digital Age Standards and AssessmentDo student standards reflect the districts Digital-Age vision? Are curricula, instruction, andassessments aligned to these standards?*Indicator:The learning standards go beyond traditional academic standards to include technologicalliteracy and other 21stCentury skillsData 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 21stCentury skills (asdefined by NCREL/Metiri enGauge): (information literacy,

visual literacy, self-direction (life-long learning), higher-order

thinking, etc.).

*Indicator:The curricula, instruction, and assessment are purposefully designed to advance studentstechnological literacy and 21stCentury skillsData Elements:

*C5-008 Instructional approaches are research based to advance students technological literacy and21stCentury skills

*C5-009 Assessments are in place that measure students technology literacy and 21stCenturyskills

C5-010 The curriculum, instruction, assessment, and uses of

technology are aligned to the vision, learning standards, and21stCentury skills

*C5-011 Incentives and formal processes are in place to encourage

teachers to use learning activities designed to fostertechnological literacy and 21stCentury skills

*C5-012 Teachers are provided professional development andresources to build their capacity to engage their students in

the newly aligned curricula, instruction, and assessment


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C5-3: Systems Thinking. Is the school/district transforming into a high-performance system capable ofachieving a 21stcentury vision? Is the system formally adopting the use of technology to become moreeffective, efficient, and real time in communication, management, and leadership? *Indicator: The decision-making processes related to technology are based on the learning needs ofstudents, grounded in a sound, commonly available knowledge baseData Elements:

C5-013 Existence of an established base of research and effective practice with technologyC5-014 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 bothtechnical 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 alignedcurriculum.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 21stCentury skills*C5-020 Teachers are provided professional development and

resources to build their capacity to engage their students in

the newly aligned curricula, instruction, and assessment


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C5-4: Culture of validated, research-based innovation.Is innovation with technology supported, encouraged, and actively developed through policiesand informal action?*Indicator:Research-based, technology innovation is fostered formally and informally at the buildinglevelData Elements:

C5-021 The degree to which the principal has established an expectation for effective uses oftechnology by all teachers

C5-022 The degree to which the principal encourages and supportstheir 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 foreffective/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 foreffective/research-based uses of technology

*C5-025 The degree to which the school culture fosters theinnovation and continuous change required foreffective/research-based uses of technology

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

C5-026 The degree to which the district administrators have established an expectation foreffective/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 theredesign of curriculum, instruction and assessment to optimize effective/research-based usesof technologyits

*C5-028 Existence of district-wide professional or financial

incentives (e.g., laptops, collegial teaming, continuingeducation 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, continuingeducation units, stipends, higher performance reviews) to

administrators for effective/research-based uses oftechnology

*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:C5-032 The degree to which the state has established an expectation for effective/research-based

uses of technology by all schools and districtsC5-033 The degree to which the state encourages and supports the schools in the redesign of


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curriculum, instruction and assessment to optimize effective/research-based uses oftechnology

*C5-034 Existence of state level standards, guidelines, orprofessional or financial incentives (e.g., laptops, collegial

teaming, continuing education units, stipends, higherperformance 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 that advance the vision.*Indicator:The school has established two-way, interactive communication with the communityData 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 intopartnerships related to technologyData Elements:

C5-040 A formal component in technology-related curriculum and lesson design is the exploration of

local and global community partnershipsC5-041 The degree to which technology-related community partnerships are structured to ensuremutual benefit

C5-042 School leaders inform and educate the community inissues of technology and learning

C5-043 Frequency with which community and parents are engagedin awareness events or interactions on technology-relatedschool issues


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

*Indicator: Administrators are informed advocates and leaders for effective uses of technology for allstudents.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 adoptionsC5-046 Existence of at least one new pilot for learning technology launched this school year in the

school

Indicator:Administrators model the effective uses of technology in carrying out theiradministrative, 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 seminarC5-050 Proportion of administrators who participate in professional development through virtual

learning

*Indicator:Administrators haveor are the process ofmerging the technology plan with the schoolimprovement plan.Data Elements:

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 school improvement plan.

*Indicator: Administrators set high expectations for all educators in the system to use technologyeffectively.Data Elements:

*C5-053 Type of expectation set for teachers by the principal for effective uses of technology (Rangefrom informal to formallevel of consequences and rewards)

*C5-054 Type of expectation set for principals by the superintendent or leadership team foreffective uses of technology in each school (Range from informal to formallevel ofconsequences and rewards)

C5-055 Type of expectation set for specialists by administrators for effective uses of technology(Range from informal to formallevel of consequences and rewards)

C5-056 Type of expectation set for specialists by administrators for effective uses of technology(Range from informal to formallevel of consequences and rewards)

*Indicator: Administrators ensure that technology is adequately resourced to ensure high-qualityimplementation, 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 technologyC5-061 Implementation of policies on student use of technologyC5-062 Existence of policies on staff use of technologyC5-063 Implementation of policies on staff use of technology

C5-7: Professional DevelopmentDoes 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 ofeffectiveness for professional development closely linked to student performance?


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* Indicator:Teachers, administrators, and other instructional staff are participating in professionaldevelopment that advances learning through technologyData Elements:

*C5-064 Percentage (or number) of teachers report participating in district- or school sponsoredprofessional development activities focused on integrating technology into subject areainstruction

*C5-065 Technology-related professional development exhibit characteristics of successfully

professional development (as defined by NSDC and research literature)

*Indicator:The school and the district provide teachers, administrators and other staff comprehensiveprofessional growth opportunities aligned to the visionData Elements:

*C5-066 The effectiveness of professional development is based the degree to which it advancesstudent performance

*C5-067 The types of technology-related professionaldevelopment made available to staff (e.g., IT skill

development, domain specific, ongoing vs. one-shot, virtualvs. face-to-face, linked to other school initiatives vs. stand-alone.)

* Indicator:The school/district professional development program isdesigned to advance the vision and impact student learningData Elements:

*C5-068 Degree to which the professional development for technology is integrated into the overallprofessional development program for the district

C5-069 Degree to which the districts professional development for technology employs thecharacteristics of highly effective professional development (continuous, collegial, jobembedded, focused on student learning, etc.)

C5-070 Degree to which the districts professional development for technology is linked to theacademic standards

C5-071 Degree to which the district has allocated sufficient staff and resources to support theprofessional development of staff in learning and technology

Indicator:The school leaders monitor and assess professionaldevelopment plans of teachers in terms of instructional uses of

technologyData Elements:

C5-072 The professional development plan re: learning and technology is monitored and assessed bythe principal


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

*Indicator The school/district has establishedand 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 oftechnology at the system level

C5-074 The school/district has established metrics and benchmarks for effective uses oftechnology at the student level

C5-075 The school/district has established metrics and benchmarks for effective uses oftechnology at the educator level

*C2-076 Decision-making at all levels is informed and influenced by student data and databenchmarked to the technology plan

C2-077 The technology plan is modified on the basis of the most recent evaluation review

.

C5-9: Comprehensive, Prioritized FundingDoes 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?

IndicatorThe 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 perstudent, per building, and per number of teachers

C5-079 Expenditures for administrative technology (equipment) during the last fiscal year perstudent, 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 lastfiscal year per student, per building, and per number of teachers

C5-082 Expenditures for administrative applications (software and online services) during thelast fiscal year per student and per building

C5-083 Expenditures for technology support systems per student and per building

*IndicatorFunding is prioritized to meet key learning goals

Data Elements:

*C5-084 The prioritization of technology funds promotes equity across and within schoolsC5-085 The prioritization of technology funds serves to establish high-impact, student-centered

uses of technologyC5-086 The prioritization of technology funds serves to provide the support systems necessary

to sustain the infrastructureC5-087 The prioritization of technology funds maintains a formal technology replacement cycle

Indicator*Funding sources are diversified and sustainable


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Data Elements:

C5-088 The percentage of technology funds resourced from the general fundC5-089 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-qualityimplementation, growth, and sustainability.Data Elements:

*C5-090 Percentage of the Maintenance and Operation budget allocated for technology andtechnology-related functions.

C5-091 Percentage of the technology plan (or technology component of the school improvement

plan) fully funded.

SECTION 3: STATE POLICIESKey Questions, Indicators, 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:

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 contentstandards for studentsData Elements:

P1-001 The range and grade levels at which technology is substantively addressed in the contentstandards

P1-002 The degree to which state assessments of students progress in meeting technologystandards are integrated into assessments of students progress in meeting contentstandards

Indicator:State technology standards align with national modelsData Elements:

P1-003 The degree to which the state aligns its technologystandards with the ISTE NETS for students.

Indicator:State has mandates and programs to build the capacity of schools/districts to implementstandards effectivelyData Elements:

P1-003 Applications for state funds for technology require linkage

to student technology standardsP1-003 Applications for federal funds for technology require

linkage to student technology standards.

P1-003 State provides online resources for model curriculum unitsand/or lesson plans linking to State technology and contentstandards


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State Technology Standards and Assessments for Educators

P2-1: 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 programsData Elements:

P2-001 State has established technology standards for all levels of professional development forteachers

P2-002 State has established technology standards for all levels of professional development foradministrators

P2-003 State has established technology standards for all levels of professional development forteacher educators

Indicator:State assesses technology standards for educators in context of effective use in contentdomainsData Elements:

P2-004 State assesses technology standards for all levels of professional development for teachersP2-005 State assesses technology standards for all levels of professional development for

administratorsP2-006 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 thestandardsData Elements:

P2-007 State-provided regional technology centers aid all educators in preparation for effective usesof technology in context of content domains

P2-008 The degree to which state assessments of studentsprogress in meeting technology standards are integrated into

assessments of students progress in meeting contentstandards

NOTE: P2-3 through P2-7 will be developed based on Dr. Dedes framework.

impact of students learning

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