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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
Key Questions, Indicators, and Data Elements

Methodology: State-level Stratified Random Sampling (Student Surveys, Teacher Surveys, Classroom
Observations, Artifact Reviews) correlated with student performance data

S1-1: Is student academic achievement improving where technology is being used effectively?
*Indicator: Incidence of increased academic achievement strongly correlated to type and quality of
technology-based learning intervention.
Data Elements:
*S1-001 Identified academic standard/skill targeted in technology-supported intervention
*S1-002 Type of documented intervention with technology (see enGauge range of use)
*S1-003 Degree to which the intervention includes a domain-specific learning/teaching practice
that is grounded in research and emerging best practice
*S1-004 Quality of integration of technology into the curriculum
S1-005 Rigor of teachers 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



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*S1-2: Are students acquiring 21
st
Century skills where technology is being used effectively?
Indicator: Incidence of attainment of 21
st
Century skills strongly correlated to type and quality of
technology-based learning intervention.
Data Elements:
*S1-009 Identification of 21
st
Century skill targeted in intervention
*S1-010 Levels of student performances on assessments of 21
st
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?
*Indicator: Levels of engagement of students in learning activities strongly correlated to type and quality
of technology-based intervention.
Data Elements:
*S1-011 Level of students intrinsic motivation with targeted
learning
S1-012 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)?
*Indicator: Levels of student performance of technological literacy strongly correlated to type and
quality of technology-based intervention.
Data Elements:
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




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SECTION 2: CONDITIONS
Key Questions, Indicators, Data Elements

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 samplingincluding: site visits, artifact
reviews, classroom observations, interviews of teachers, students, and parents.

Condition 1: Effective Practice

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

C1-1: Howand with what frequencyare 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. 8
th
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?

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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 Percent 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
that 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 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 Elements:

*C2-003 Proportion of teachers using non-traditional assessments. Building Survey Question
B11

C2-004 Types of non-traditional assessments used in school (used by most teachers). Building
Survey 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. 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.


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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 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

Continue with C3-1
*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
OS8.0 or later operating systems, with chipsets such as Pentium (200 MHz)or PowerPC 200
MHz or iMac G3 or better, with at least 64MB of random-access memory (RAM),with CD-ROM
or 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 instructional
settings.


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 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.

Continue with C3-1
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/district


Indicator: Percentage of instructional settings with external input devices (such as DVD players or
videocassette 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: 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.


Continue with C3-1
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.

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 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

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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,
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.


Continue with C3-2
*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


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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 school
day, 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 (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


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

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

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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 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.


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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 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

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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-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 their 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 (identify 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.



71
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: 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-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 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 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 for technical, instructional, and networking troubleshooting
request; 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 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 efficiency and effectiveness of the system?


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*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 integratedeach 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:
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 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




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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 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 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 learning
activities


*Indicator: The level of technology proficiency of students of low SES background 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 expands access to technology to low-income homes and
families.

Data Elements:

*C4-007 Existence of special programs to support low-income
homes 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 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 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 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 use 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 uses/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 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 of
minority students.

Data Elements:

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*C4-021 Existence of special programs to support minority homes
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

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 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 students
Data Elements:
*C4-028 Proportion of special needs students using various types of technology uses/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

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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 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
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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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 21
st
Century Skills be used as a basis for this section. That
decision should be revisited once the Partnership for 21
st
Century 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 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




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C5-2: Digital Age Standards and Assessment
Do student standards reflect the districts Digital-Age vision? Are curricula, instruction, and
assessments aligned to these standards?
*Indicator: The learning standards go beyond traditional academic standards to include technological
literacy and other 21
st
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 21
st
Century skills (as
defined 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 students
technological literacy and 21
st
Century skills
Data Elements:
*C5-008 Instructional approaches are research based to advance students technological literacy and
21
st
Century skills
*C5-009 Assessments are in place that measure students technology literacy and 21
st
Century
skills
C5-010 The curriculum, instruction, assessment, and uses of
technology are aligned to the vision, learning standards, and
21
st
Century skills
*C5-011 Incentives and formal processes are in place to encourage
teachers to use learning activities designed to foster
technological literacy and 21
st
Century skills
*C5-012 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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C5-3: Systems Thinking. Is the school/district transforming into a high-performance system capable of
achieving a 21
st
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: The 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 21
st
Century 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 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 technologyits
*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:
C5-032 The degree to which the state has established an expectation for effective/research-based
uses of technology by all schools and districts
C5-033 The degree to which the state encourages and supports the schools in the redesign of

81
curriculum, instruction and assessment to optimize effective/research-based uses of
technology
*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 that 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




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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 for 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 the 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 haveor are the process ofmerging the technology plan with the school
improvement 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 technology
effectively.
Data Elements:
*C5-053 Type of expectation set for teachers by the principal for effective uses of technology (Range
from informal to formallevel 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 formallevel of
consequences 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-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?

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* 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 report participating in district- or school sponsored
professional development activities focused on integrating technology into subject area
instruction
*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 comprehensive
professional growth opportunities aligned to the vision
Data Elements:
*C5-066 The effectiveness of professional development is based the degree to which it advances
student performance
*C5-067 The 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 school initiatives vs. stand-
alone.)

* Indicator: The school/district professional development program is
designed to advance the vision and impact student learning
Data Elements:
*C5-068 Degree to which the professional development for technology is integrated into the overall
professional development program for the district

C5-069 Degree to which the districts 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 districts 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



84


C5-8: Data-Driven Decision-Making and Accountability
Has 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 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 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 Elements:

*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

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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 Elements:
*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, 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 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



86
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 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. Dedes framework.