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ContactData Element Category Codes
These data elements apply generally to more than one chapter of the handbook, and so are not keyed to one particular chapter. Data element definitions will be matched to those in two other Forum publications, the Staff Data Handbook (NCES 2001-305) and the Student Data Handbook (NCES 2000-343r), where possible.
GC001 Total number of instructional settings in the school building.
Instructional setting: Includes both regular classrooms and computer laboratories.
GC002 Total number of classrooms.
GC003 Total number of computer laboratories.
GC004 Total number of students enrolled.
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.
GC006 Full-time-equivalent (FTE) number of teaching staff. Sum of FTE values for all teachers with regular assignments as well as long-term substitutes; does not include short-term substitute teachers. An alternative data element would be GC005.
GC007 Total number of administrative or support staff.
GC008 Total number of administrators.
GC009 Total number of administrative support staff.
GC010 Full-time-equivalent (FTE) number of administrative and support staff.
GC011 Total number of schools.
TP1. Are there technology policies?
TP001 Technology policies are in place and being implemented.
TP002 Types of technology policies that are in place.
Types of technology-related policies: acceptable-use (or appropriate-use) policies (AUPs); restrictions on access to student records; technology security policies; policies regarding acceptance of commercial advertising on school web sites; policies regarding acquisition, maintenance or disposal of school equipment or applications; policies regarding acceptance of donated equipment and software; policies regarding community or after-school access to school or district technology resources.
TP003 Technology policies are in process of approval.
TP004 A technology policy development process is ongoing.
TP005 Types of technology policies that are in process or under development.
TP2. Is there a technology plan?
TP006 Pre-planning phase stages that have been accomplished.
TP007 Pre-planning phase stage(s) that are under way.
Possible list of stages for the pre-planning phase (see discussion for key question TP2 in chapter 2): assessment of current technology status; current and future needs assessment; determination of planning team composition; identification and recruitment of planning team members and leadership.
TP008 Major technology plan components are in place.
Major plan components can include:
TP009 Technology plan has been approved for implementation.
TP010 Total amount committed for implementation of the technology plan in the current budget year.
TP011 Total amount required for full implementation of the technology plan in the current budget year.
TP012 Amount budgeted for technology plan in the current budget year, by source of funds (federal, state, local, private).
TP3. Is the plan being implemented?
TP013 Status of major plan components (not yet underway; underway and on schedule; underway and behind schedule; completed).
Note: For list of possible major plan components, see TP06.
TP014 Schedule and benchmarks for technology plan are being met.
TP4. Is the plan being evaluated?
TP015 Review cycle is implemented.
TP016 Review cycle includes accountability components.
Review cycle components include accountability measures, such as identification of indicators during pre-planning to maintain records of progress; technical performance; student performance; community support; implementation benchmarks; budget analyses; utilization records; evaluation components, and progress measures.
TP017 There is a provision for revision of the plan.
TP018 The review is detailed in a published report, available to the school and community.
TP019 The technology plan has been modified on the basis of the most recent evaluation review.
TP020 The school or district is achieving technology plan goals.
Note: All data elements in this chapter are based on annual expenditures for the most recent available academic year. More exact specification of these data elements will depend on data elements and indicators under development by the Finance Task Force.
FI1. How does your school district compare in technology expenditures with others in your state?
Note: All data elements for this key question assume that similar data exist as statewide averages or as data for other districts.
FI001 Expenditure comparisons for administrative equipment as a percentage of total technology expenditures; average per student, per administrative staff member, per building.
FI002 Expenditure comparisons for instructional equipment as a percentage of total technology expenditures; average per student, per teacher, per building.
FI003 Expenditure comparisons for connectivity and infrastructure upgrades: per student, per building.
FI004 Comparisons for expenditures for administrative applications (software): as a percentage of total technology expenditures; average per student, per building.
FI005 Comparisons for expenditures for instructional applications (software): as a percentage of total technology expenditures; average per student, per teacher, per building.
FI006 Comparisons for expenditures for maintenance and support personnel: as a percentage of total technology expenditures; average per student, per computer, per building.
FI007 Comparisons for expenditures for maintenance and support (non-personnel): as a percentage of total technology expenditures; average per student, per computer, per building.
FI008 Comparisons for expenditures for administrative professional development: as a percentage of total technology expenditures; average per student, per administrative staff member, per building.
FI009 Comparisons for expenditures for instructional professional development: as a percentage of total technology expenditures; average per student, per administrative staff member, per teacher, per building.
FI2. How much was spent in the past academic year for instructional and administrative equipment purchases?
FI010 Expenditures for administrative equipment: as a percentage of the amount originally budgeted; average per student, per building.
FI011 Expenditures for instructional equipment: as a percentage of the amount originally budgeted; average per student, per teacher, per building.
FI3. How much was spent for instructional and administrative applications and software?
FI012 Expenditures for administrative applications (software): as a percentage of total expenditures for instructional materials; as a percentage of the amount originally budgeted; average per student, per administrative staff member, per building.
FI013 Expenditures for instructional applications (software): as a percentage of total expenditures for instructional materials; as a percentage of the amount originally budgeted; average per student, per teacher, per building.
FI4. How much was spent for maintenance and support?
FI014 Expenditures for technology support personnel: as a percentage of the amounts originally budgeted; average per student, per building.
FI015 Expenditures for maintenance agreements and contracts: as a percentage of the amounts originally budgeted; average per student, per building.
FI016 Expenditures for replacement and upgrade components: as a percentage of the amounts originally budgeted; average per student, per building.
FI5. How much was spent for instructional and administrative professional development?
FI017 Expenditures for administrative professional development: as a percentage of amounts originally budgeted, average per student, per administrative staff member, per building.
FI018 Expenditures for instructional professional development: as a percentage of amounts originally budgeted, average per student, per teacher, per building.
FI019 Expenditures for training materials for administrative professional development as a percentage of total expenditures for administrative professional development.
FI020 Expenditures for training materials for instructional professional development as a percentage of total expenditures for instructional professional development.
FI021 Expenditures for external consultants for administrative professional development as a percentage of total expenditures for administrative professional development.
FI022 Expenditures for external consultants for instructional professional development as a percentage of total expenditures for instructional professional development.
FI023 Expenditures for presentations and workshops for administrative professional development as a percentage of total expenditures for administrative professional development.
FI024 Expenditures for presentations and workshops for instructional professional development as a percentage of total expenditures for instructional professional development.
FI6. How much was spent for connectivity and infrastructure?
FI025 Average expenditures for connectivity and infrastructure per student, per teacher, per building.
FI026 Expenditures for telecommunications and Internet access: as a percentage of amount budgeted, as a percentage of total expenditures for connectivity and infrastructure.
FI027 Expenditures for networking maintenance agreements and contracts: as a percentage of amount budgeted, as a percentage of total expenditures for connectivity and infrastructure.
FI028 Expenditures for system or network monitoring software: as a percentage of amount budgeted, as a percentage of total expenditures for connectivity and infrastructure.
EI1. Is equipment present in instructional settings?
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.
This count should include all computers dedicated to student and teacher use.
EI002 Total number of instructional settings with one or more up-to-date computers.
EI003 Total number of computers with 0-12 months between purchase and data collection.
EI004 Total number of computers with 13-36 months between purchase and data collection.
EI005 Total number of computers with 37-60 months between purchase and data collection.
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.
EI007 Total number of instructional settings with one or more multimedia computers.
EI008 Total number of multimedia computers with 0-12 months between manufacture and data collection.
EI009 Total number of multimedia computers with 13-36 months between manufacture and data collection.
EI010 Total number of multimedia computers with 37-60 months between manufacture and data collection.
EI011 Total number of up-to-date computers connected to a local-area network (building-level LAN) or wide-area network (district-level WAN) in instructional settings.
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).
EI013 Total number of up-to-date computers connected to the Internet in instructional settings.
EI014 Total number of instructional settings with one or more up-to-date computers connected to the Internet.
EI015 Total number of instructional settings with one or more up-to-date computers connected to the Internet by dial-up via modem.
Connection types: Refers to the kind of link between a computer and external networking resources. Example of connection types: dial-up via modem; wired LAN and router; wireless LAN and router; cable modem; satellite/modem hybrid link; full satellite (two-way) link.
EI016 Total number of instructional settings with one or more up-to-date computers connected to the Internet by wired LAN and router.
EI017 Total number of instructional settings with one or more up-to-date computers connected to the Internet by wireless LAN and router.
EI018 Total number of instructional settings with one or more up-to-date computers connected to the Internet by cable modem.
EI019 Total number of instructional settings with one or more up-to-date computers connected to the Internet by satellite/modem hybrid link.
EI020 Total number of instructional settings with one or more up-to-date computers connected to the Internet by full satellite (two-way) link.
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.
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.
EI023 Total number of instructional settings with two-way videoconferencing capability.
EI024 Total number of courses taught in the school with regular use of graphing calculators.
EI025 Total number of instructional settings in which graphing calculators are regularly used.
EI026 Total number of students in courses taught with regular use of graphing calculators.
EI027 Total number of instructional settings with dedicated external input devices.
External input devices: Example of dedicated external input device types: videocassette recorder, digital video disk.
EI028 Total number of instructional settings with dedicated videocassette recorder.
EI029 Total number of instructional settings with dedicated digital video disk player.
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.
EI031 Total number of instructional settings with closed-circuit cable access.
EI032 Total number of instructional settings with access to an external cable system.
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.
EI034 Total number of instructional settings with one or more dedicated large screen monitors.
Large-screen monitors: Monitors with diagonal measurements of 27" or larger.
EI035 Total number of instructional settings with an overhead opaque projector.
EI036 Total number of instructional settings with a computer projector.
EI037 Total number of instructional settings with an electronic whiteboard.
EI038 Total number of instructional settings with an overhead transparency projector.
EI039 Total number of instructional settings with one or more dedicated printers.
EI040 Total number of printers dedicated to instructional use in the school building.
EI2. Is equipment available for use by students?
EI041 Total number of students in instructional settings with one or more up-to-date computers dedicated to student use.
EI042 Total number of up-to-date computers dedicated to student use in instructional settings.
EI043 Total number of students in instructional settings without a computer (and no access to computer laboratories; see EI044).
EI044 Total number of students with access to computers only in computer laboratories (i.e., outside of regular classroom setting).
EI045 Total number of students in instructional settings with one or more multimedia computers dedicated to student use.
EI046 Total number of multimedia computers dedicated to student use in institutional settings.
EI047 Total number of students in instructional settings with one or more Internet-connected computers dedicated to student use.
EI048 Total number of students in instructional settings with one or more Internet-connected computers dedicated to student use.
EI3. Is equipment available for use by teachers?
EI049 Total number of teachers with regular access to a computer at home.
EI050 Total number of teachers with regular access to a computer at school.
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."
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."
EI053 Total number of teachers with an up-to-date computer dedicated to their use at school.
EI054 Total number of teachers with a multimedia computer dedicated to their use at school.
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.
EI056 Total number of teachers with a computer with Internet access dedicated to their use at school.
EI057 School policy allows (or encourages) teachers to take school-provided computers to their homes.
EI058 Total number of teachers with a computer dedicated to their use at school with 0-12 months between purchase and data collection.
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.
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.
EI4. Is equipment available for use by administrators and support staff?
EI061 Total number of administrative or support staff with an up-to-date computer dedicated to their use at school.
EI062 Total number of administrative or support staff with a multimedia computer dedicated to their use at school.
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.
EI064 Total number of administrative or support staff with a computer with Internet access dedicated to their use at school.
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.
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.
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.
EI068 Total number of up-to-date computers in administrative settings.
EI069 Total number of up-to-date servers.
Note: This number should include both machines dedicated to instructional and to administrative use.
EI5. Does the infrastructure have the capacity to support the school's technology needs?
There are no new data elements introduced for the indicators for this key question.
TA1. Do the school or district's instructional applications support teaching and learning standards across the curriculum?
TA001 Existence and current status of software alignment plan (most likely at district or state level; plan may be for all subjects or for a specific curriculum area or grade span).
Note: There may be multiple data elements, depending on whether more than one software standard alignment plan has been adopted.
Categories for existence and current status of software/applications alignment plan: 0=no alignment plan exists; 1=an alignment plan is being developed; 2=an alignment plan has been approved; 3=an alignment plan is approved and is being implemented.
TA002 Alignment rating (for each application).
Note: There may be as many data elements as there are applications with alignment ratings.
Alignment rating (for a single software/applications package; may be for alignment with standards for all subjects, or for a specific curriculum area or grade): 0=no alignment to standards exists for this application; 1=a weak alignment to standards exists for this application; 2=this application is somewhat aligned to standards; 3=a strong alignment to standards exists for this application; 4=this application is fully aligned to standards. [Note: Judgment about relative strength of alignment to standards might be in terms of the extent of fit between software goals and one or more standards, or in terms of the number of standards addressed by a software package or application; also relevant could be the credibility of the rating organization.]
TA003 Alignment measure (for each standard).
Note: There may be as many data elements as there are learning standards for different subjects, curriculum areas or grade spans.
Alignment measure (for a single teaching and learning standard; may be for all subjects, or for a specific curriculum area or grade): 0=None of the applications in use in the school/district have been rated as fully aligned to a given learning standard; 1=One application has been rated as fully aligned to a learning standard; 2=More than one application has been rated as fully aligned to a learning standard.
TA004 Number of approved instructional and teacher-support applications in regular use (by subject area, grade or grade span and type).
Instructional application types: instructional process support (see also "teacher-support instructional applications," immediately below); learning support (practice drills; problem solving; data analysis; simulation/demonstration; research; distance learning); assessment.
Teacher-support instructional application types: software or applications specifically designed to support teachers in instructional processes. Examples include attendance software; grading applications; testing systems; student work or portfolio systems; lesson planning software.
TA005 Percentage of instructional applications aligned with one or more learning standards.
Note: Data element can be measured as the number of applications with ratings of 3 or 4 (see TA002 Alignment rating, above) divided by the total number of instructional applications and converted to a percentage. May be for alignment with standards for all subjects, or for a specific curriculum area or grade.
TA2. Is there software support for technology tool skill development?
TA006 Count of approved applications, by type, in use in instructional settings in the school or district that support tool skill development.
Example categories for application types that support tool skill development in instructional settings: word processors; spreadsheets; database software; desktop publishing; process writing software; keyboarding training software; telecommunications; web browsers and search engines; web authoring; presentation development software; programming tools, including compilers and interpreters.
TA3. Does the school/district use technology applications to improve communication?
TA007 Existence and type of electronic mail service.
E-mail type categories: School or district-wide, non-Internet; Internet-based; none.
TA008 E-mail: Percentage of teachers with active electronic mail accounts.
Active account (electronic mail): At least one message sent in the current academic year.
TA009 Percentage of students with active electronic mail accounts.
TA010 Existence of active district/school web site.
Active web site/page: At least one update in the past 90 days.
TA011 Extent of school web site usage.
School/District web site usage: Count of user sessions in a month, converted to a daily average.
TA012 Percentage of classrooms with active web pages.
TA013 Percentage of teachers with active web pages.
TA014 Use of Internet telephony ("voice over IP," voIP) in the school or district.
TA4. Does the school/district have appropriate software and systems to support primary administrative functions?
TA015 Availability of applications to support core administrative activities, by activity type.
Software/Application types to support core administrative activities: Capital improvements (building and grounds); financial (accounting, budgeting, payroll, human resources); food services; inventory control; library services (cataloguing, circulation); network security (firewall, filtering, secure data transmission, Acceptable Use Policy enforcement); office applications; student materials (purchasing, inventory); student records management (attendance, assessment, grading); teacher records management (attendance, assessment, certification); transportation; other software and applications.
TA016 Decision support tools are available to administrators.
TA017 Decision support tools are available to teachers and curriculum groups.
TA018 Decision support tools are available to parents and the public.
TA019 Availability of decision support tools, by information category.
TA020 Availability of applications that support school/district Security and Acceptable Use Policies.
TA021 Applications in regular use that support the school/district Security and Acceptable Use Policies, by application type.
Note: For application types, see example application types for tool skill development, TA006.
TA5. Are the applications in use evaluated for effectiveness?
TA022 A school or district software evaluation plan exists.
TA023 Software/application evaluation ratings, by software category.
Note: This will primarily apply to instructional applications. Example software/applications category types are given above in TA004, Number of approved instructional and teacher-support applications.
MS1. Are resources and processes in place to maintain school technology?
MS001 A preventive maintenance schedule is maintained.
MS002 Backup procedures are in place.
MS003 A disaster recovery plan and associated procedures are in place.
MS004 A preventive maintenance checklist is provided to users with dedicated machines.
MS005 Total number of workstation-related maintenance incidents in the most recent academic year, by cause category.
Cause of maintenance incident, categories: human error; software failure; hardware failure; network switching device or router failure; network cable or wiring failure; wireless system failure.
MS006 Total number of workstation-related maintenance incidents in the most recent academic year, by major location.
Major location categories: in classroom; in laboratory or media center; in teacher lounge or teacher offices; in administrative offices.
MS007 Total number of downtime hours for workstation-related maintenance incidents in the most recent academic year, by cause category.
Downtime: the amount of time a machine or system spends in an inoperable state; alternatively, the amount of time between a call for maintenance and the resolution of the problem.
MS008 Total number of calls to help desk or technology support services for workstation-related maintenance incidents in the most recent academic year, by cause category.
MS009 Total number of downtime hours for workstation-related maintenance incidents in the most recent academic year, by major location.
MS010 Total number of calls to help desk or technology support services for workstation-related maintenance incidents in the most recent academic year, by major location.
MS011 Average time elapsed between user call to help desk and initial response call, for workstation-related maintenance incidents in the most recent academic year.
MS012 Average time elapsed between initial response call and notification to user of problem resolution, for workstation-related maintenance incidents in the most recent academic year.
MS013 Help desk or technology support services are provided to users.
MS014 FAQ (frequently-asked-question) support is provided to technology support service personnel.
MS015 FAQ support is provided to users.
MS016 Access to software and systems manuals is provided for users.
Manual location categories: at workstation; in classroom or laboratory; in library or other building central location; at district office or technology support office; online through local resources; online through vendor or other remote resource.
MS017 Replacement and upgrade schedules are established for both hardware and software.
MS018 Diagnostic software for network and software assessment is in place.
MS019 Repair facilities and spare parts are available for most hardware problems.
MS020 A system for managing consumable supplies is in place.
MS2. Are personnel available to provide technical support?
MS021 Number of dedicated persons assigned to technical support (at building, district levels).
MS022 Total FTE hours assigned to technical support (at building, district levels).
Note: Includes all dedicated and part-time positions.
Full-time-equivalent (FTE) support staff hours: total number of hours committed by support staff (equals the sum of FTE levels for each support staff person).
MS023 Total FTE hours assigned to technical support, by primary area of responsibility.
Primary area of responsibility, categories: part-time teacher; full-time teacher; part-time administrator; full-time administrator; student; outsource contractor; volunteer; school staff technology support specialist; district staff technology support specialist.
MS024 Average hours of technical support, by source (at building, district levels).
Source of support, categories: school or district staff; outside volunteer resource; outside paid resource.
MS025 Number of help desk or technical service support calls handled per FTE position, per hour of technical support.
MS026 Number of maintenance incidents per FTE position, per hour of technical support.
MS027 Number of (workstations, servers) per FTE technical support staff.
MS028 Number of users (teachers, students, administrators and support staff) per FTE technical support staff.
PD1. What technology-related training and/or professional development do staff receive?
PD001 Total hours of professional development during the academic year for each teaching staff member.
Note: In what follows, professional development and training are considered the same and the term "professional development" is used to include both. For this data element, technology coordinators or professional development coordinators are asked to estimate what proportion of the time spent on a given event was spent in technology-related professional development; given that technology training seldom occurs outside of an educational context, there may be no other way to estimate the extent of technology-related professional development.
PD002 Total estimated hours of technology-related professional development during the academic year for each teaching staff member.
PD003 Total hours of professional development during the academic year for all teaching staff.
PD004 Total estimated hours of technology-related professional development during the academic year for all teaching staff.
PD005 Total hours of professional development during the academic year for each administrative and support staff member.
PD006 Total estimated hours of technology-related professional development during the academic year for each administrative and support staff member.
PD007 Total hours of professional development during the academic year for all administrative and support staff.
PD008 Total estimated hours of technology-related professional development during the academic year for all administrative and support staff.
PD009 Minimum required (district or state) number of hours of technology- related professional development for teaching staff.
Note: To make comparison possible, the requirement should be expressed in "seat time."
PD010 Minimum required (district or state) number of hours of technology- related professional development for administrative and support staff.
PD2. What are the goals, methods, incentives, and content of technology-related training and/or professional development for staff?
PD011 A written goal statement for technology-related professional development for teaching staff exists.
PD012 Technology-related content areas covered in training and/or professional development for teaching staff in the most recent academic year.
Academic year: a period that begins on the first day of classes and ends on the last day of classes, usually consisting of two semesters or three quarters, and includes a minimum of 30 weeks of instructional time over the course of one calendar year.
Technology-related content areas: can include planning and designing technology-supported learning; implementing technology-supported learning; technology tool skills; professional productivity; assessment; social, ethical and legal issues.
PD013 Number of hours of professional development provided to teaching staff, by various delivery means and event types.
Delivery means: web or other online; interactive video or other teleconferencing; satellite or television broadcast; video tape, CD-ROM, DVD; "hands on" workshop; lecture, presentation, meeting; computer-based training. Indicate whether access setting is group or individual.
Event type: in-service staff development course offered during the normal workday; pre-service course for teachers or administrators; formal class offered outside of working hours.
PD014 Number of hours of professional development provided to teaching staff, by type of incentive (if any).
Incentive categories: recertification points or credits; salary points; money; certificate of class or course completion; release time; computer or training materials.
PD015 A written goal statement for technology-related professional development for administrative and support staff exists.
PD016 Technology-related content areas covered in training and/or professional development for administrative and support staff in the most recent academic year.
PD017 Number of hours of professional development provided to administrative and support staff, by various delivery means and event types.
PD018 Number of hours of professional development provided to administrative and support staff, by type of incentive (if any).
PD3. How are training and/or professional development for staff evaluated?
PD019 Administrators, technology coordinators or curriculum supervisors/department heads receive training in evaluating teaching staff technology proficiency or extent of integration of technology into the curriculum.
PD020 Evaluation criteria exist for effects of training and/or professional development for teaching staff.
PD021 Administrators or technology coordinators receive training in evaluating administrative and support staff technology proficiency.
PD022 Evaluation criteria exist for effects of training and/or professional development for administrative and support staff.
TI1. Are teachers proficient in the use of technology in the teaching/learning environment?
TI001 Number of teachers achieving acceptable performance on standards-based performance profiles of user skills.
Note: See Chapter 7 for discussion of teacher performance standards and their measurement. Self-assessment methods involve self-administered questionnaires; external assessment through portfolio review or observation might employ peers, supervisors, or specialized raters.
TI2. Are students proficient in the use of technology in the teaching/learning environment?
TI002 Count of courses that include training or instruction in technology tool skills in their contents.
Technology tool skills (adapted from ISTE Standards for Basic Endorsement in Educational Computing and Technology Literacy, standard 2.2: Productivity Tools):
- Use advanced features of word processing, desktop publishing, graphics programs and utilities to develop professional products.
- Use spreadsheets for analyzing, organizing and displaying numeric data graphically.
- Design and manipulated databases and generate customized reports.
- Use teacher utility and classroom management tools to design solutions for a specific purpose.
- Identify, select, and integrate video and digital images in varying formats for use in presentation, publications and/or other products.
- Apply specific-purpose electronic devices (such as a graphing calculator, language translator, scientific probeware, or electronic thesaurus) in appropriate content areas.
- Use features of applications that integrate word processing, database, spreadsheet, communication, and other tools.
TI003 Number of students who perform at or above grade-level-specific performance levels on standards-based profiles.
Note: See Chapter 7 for discussion of student performance standards and their measurement. Self-assessment methods involve self-administered questionnaires; external assessment through portfolio review or observation might employ teachers or specialized raters.
TI004 Number of students demonstrating competency at the Basic Skills level.
Note: Standards for Basic Skills, Critical Literacies, and Construction Skills are found in Swan, Karen, Nonprint Media and Technology Literacy Standards for K-12 Teaching and Learning, National Research Center on English Learning & Achievement. See Chapter 7 for discussion of student performance standards and their measurement. Self-assessment methods involve self-administered questionnaires; external assessment through portfolio review or observation might employ teachers or specialized raters.
TI005 Number of students demonstrating competency at the Critical Literacies level. (See TI004)
TI006 Number of students demonstrating competency at the Construction Skills level. (See TI004)
TI007 Number of students using computer-based assistive or adaptive technologies to compensate for disabilities or limitations.
Adaptive technologies: external support that can be used to enhance a person's ability to function within his or her environment, such as advanced voice recognition systems, braille computer displays, and text-to-speech programs. See also "Assistive technologies."
Assistive technologies: any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities. See also "Adaptive technologies."
TI008 Number of instructional settings with computer-based assistive or adaptive technologies available to students.
TI3. Are administrators and support staff proficient in the use of technology in support of school management?
TI009 Number of administrators achieving acceptable performance on standards-based performance profiles.
Note: See Chapter 7 for discussion of administrator performance standards and their measurement. Self-assessment methods involve self-administered questionnaires; external assessment through portfolio review or observation might employ peers, supervisors, or specialized raters.
TI010 Number of administrative support staff achieving acceptable technology proficiency performance levels.
Note: To this point proficiency standards for school administrative support staff are not known. It is possible that such standards might be adapted from similar positions in business settings. See Chapter 7.
TI011 Number of administrators using computer-based technologies on a variety of administrative tasks.
Note: Administrative task lists can be adapted from the International Society for Technology in Education (ISTE) Technology Standards for School Administrators (TSSA), or from tasks listed under Key Question 7. See Chapter 7.
TI012 Number of administrative support staff using computer-based technologies on a variety of administrative tasks.
Note: Administrative task lists for support staff are not known to be available. It might be possible to adapt tasks listed under Key Question 7. See Chapter 7.
TI4. Is technology integrated into the teaching/learning environment?
TI013 Number of teachers using computer-based technologies on a variety of instructional and instruction-related tasks.
Example list of instruction-related tasks for teachers: accessing information on instructional resources; communicating with colleagues or other professionals; creating instructional materials/tasks or visuals; downloading curriculum materials from the Internet; accessing libraries or resources online; participating in collaborative projects with remote classrooms or teachers; publishing instructional materials on the Internet; and communicating with parents.
TI014 Number of students using computer-based technologies on a variety of instructional and instruction-related tasks.
Example list of instruction-related tasks for students: gathering information from a variety of sources; organizing and storing information; performing measurements and collecting data in investigation or laboratory experiments; manipulating/analyzing/interpreting information or data to discover relationships, generate questions, and/or reach conclusions; communicating/reporting information, conclusions, or results of investigations, creating visual displays of data/information; communicating/interacting with others in the classroom/school/outside of school; planning, refining, and producing audio/visual presentations; planning, drafting, proofreading, revising, publishing written text; creating graphics or visuals; generating original pieces of visual art and/or musical composition; publishing student projects or materials at remote locations on the Internet; performing calculations; and developing a more complete understanding of complex material or abstract concepts.
TI015 Count of courses offered through both external (state or regional) and internal (district-wide) distance education.
TI5. Are technology proficiencies and measures incorporated into teaching and learning standards?
TI016 General or subject-area (student) standards include items related to proficiency in the use of computer and networking technologies.
TI017 The school or district has adopted standards for technology proficiency for students, but they are not integrated into general or subject-area standards for teaching and learning.
TI018 Teacher standards include items related to proficiency in the use of computer and networking technology.
TI019 The school or district has adopted standards for technology proficiency for teachers, but they are not integrated into general standards for teaching.
TI6. Are technology proficiencies and measures incorporated into student assessment?
TI020 Student assessments include items directly or indirectly related to technology proficiency or use.
TI021 Count of student assessments that are technology-based.
TI7. Is technology incorporated into administrative processes?
TI022 Extent of student attendance computerization.
Note: See Chapter 7, especially section on Student Management System from the "Administrative Usage Rubric Objectives" table, for possible rubric for assessment of this category.
TI023 Extent of staff attendance computerization.
Note: See Chapter 7, especially section on Human Resource Management from the "Administrative Usage Rubric Objectives" table, for possible rubric for assessment of this category.
TI024 Computerization of staff/human resources management at the Local Education Agency (LEA) level
Possible categories: substitute management system that can be accessed anytime, record teacher absences, and provide substitute placement; position control integrated with General Ledger; payroll integrated with earnings history.
TI025 Transportation management system.
Possible categories: data (students, staff, and financial) are synchronized and available on handheld devices. See also Chapter 7, especially section on Transportation Management from the "Administrative Usage Rubric Objectives" table, for possible rubric for assessment of this category.
TI026 Food service management system.
Note: See Chapter 7, especially section on Food Service from the "Administrative Usage Rubric Objectives" table, for possible rubric for assessment of this category.
TI027 Special education management system.
Possible categories: basic data; Individualized Educational Program (IEP); placements; evaluations; automated scheduling, tracking, and notification system.
TI028 The LEA has a curriculum management application.
TI029 The LEA has a library management system.
TI030 Percentage of administrative applications with web-based access.
TI031 Building-level access security control systems.
Note: See Chapter 7, especially section on Access from the "Administrative Usage Rubric Objectives" table, for possible rubric for assessment of this category.
TI032 The LEA has a computerized fixed assets (capital assets) security and tracking management system, digital imaging system.
TI033 An integrated management system exists that links two or more major administrative functions.
TI034 Special education data are integrated with the LEA's student management system.
TI035 Special education data are integrated with the LEA's transportation application.
TI036 Building administrators and office staff have access to student data, financial data, and staff data.
TI037 Building administrators and office staff utilize online budget development, purchase orders/requisitions, or action forms/board resolutions.
TI038 Staff members have remote access to their payroll/benefits data, district policies, and/or attendance/sick time/vacation records.
TI039 Student administrative application provides dynamic online data related to student attendance.
TI040 Financial administrative application provides dynamic online data related to school budgets and/or purchasing.
TI041 Facility and equipment access ID System exists for school or district.
TI042 Extracurricular activities ID System exists for school or district.
TI043 Total number of administrative applications hosted on-site.
TI044 Total number of administrative applications hosted off-site.
TI045 Total number of teachers using computer-based technologies on instruction-related administrative tasks.
Example list of possible instruction-related administrative tasks: computer-based attendance systems; computer-based grading systems; data warehousing or data mining for instructional decision support; computer-based IEP systems; online homework publication; online lesson plan publication; homework telephone hotline.
TI8. Is technology proficiency integrated into the evaluation of instructional and administrative staff?
TI046 Teachers in the school or district are required to demonstrate proficiency in technology applications, or to obtain a certification in the use of technology in education.
TI047 Items related to technology proficiency, use, or to technology integration in instructional settings, are included in teacher evaluations.
TI048 Assessment of technology proficiency or use is a component of administrator or support staff evaluation procedures.
