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Forum Guide to Elementary/Secondary Virtual Education (2006) Forum Guide to Education Indicators (2005) Forum Unified Education Technology Suite (2005)

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Presentation on theme: "Forum Guide to Elementary/Secondary Virtual Education (2006) Forum Guide to Education Indicators (2005) Forum Unified Education Technology Suite (2005)"— Presentation transcript:

1 Forum Guide to Elementary/Secondary Virtual Education (2006) Forum Guide to Education Indicators (2005) Forum Unified Education Technology Suite (2005) Forum Publications: Remembering

2 Overview The Forum has produced more than 25 publications in the last 10 years. Many TECH members weren’t Forum representatives when the documents were originally released. Are we all aware of the breadth of Forum resources?

3 Forum Guide to Elementary/Secondary Virtual Education (2006) Identifies components necessary to meet the information needs of policymakers, administrators, instructors, and parents involved in virtual education; Highlights specific data elements relevant to the delivery, management, and oversight of virtual education; Identifies commonly accepted data element definitions that may be modified to more accurately reflect the unique circumstances and needs of virtual education; Presents policy considerations related to managing information about virtual education; and Illustrates how complex issues related to virtual education data may play out in a real-world setting. pub_ asp

4 Realizations about Traditional Education Data in a Virtual World Some conventional data elements cannot be applied to a virtual education setting without modification—e.g., seat time, instructional minutes, location of services. Some conventional data collection practices need to be reconsidered to accurately portray virtual education—e.g., student enrollment counts based on physical presence in school on a single day. Some common policy choices have significant implications for virtual education practices —e.g., recognizing teaching licenses across jurisdictions may affect whether virtual classes are taught by “highly qualified” teachers.

5 Chapters Chapter 1. Virtual Education: Changing Education and Education Data  This chapter examines the role of virtual education in the changing world of elementary and secondary education. It also reviews commonly used virtual education terminology, discusses the importance of high quality data for informing policy, and recommends modifying traditional education data definitions and systems to better reflect a virtual education setting. Chapter 2. Recommendations for Virtual Education Data Elements  This chapter provides detailed information about organizing and updating data systems and data elements to meet the information demands of the virtual education environment. Additional guidance is provided in the form of policy considerations, usage recommendations, and examples of real world application. Appendices: Definitions, Legal and Security Issues, References and Other Resources, Glossary, Alphabetical Index

6 School Domain Student Domain 1. School Identification 2. School Classification 3. School Governance 4. School Accreditation 5. School Contact Information 6. School Location 7. School Enrollment 8. School Calendar 9. Course Information 10. Class Information 11. Unit Information 12. Reporting Information 13. Safety and Discipline 1. Student Identification 2. Student Demographics 3. Student Contact Information 4. Student Enrollment/Exit Information 5. Student Attendance Information 6. Course Participation/Performance 7. Student Progress Information 8. Student Health Information Organization

7 Staff Member Domain 1. Staff Member Identification 2. Staff Member Demographics 3. Staff Member Contact Information 4. Staff Member Employment Status 5. Staff Member Employment Credentials 6. Staff Member Assignment Information 7. Staff Member Attendance Information 8. Staff Member Health Information Organization

8 Format Domain/Topic Policy Issues Questions to Consider It Really Happens… Data Issues Data Elements Guidance/ Recommendations

9 Divergence Between “Traditional” and Virtual School/course organization  virtual schools and classes may be operated differently than the traditional, face-to-face paradigm Schedule  virtual courses may not be constrained by a seven-period school day or five-day school week Pace (synchronous or asynchronous)  the notion of students and teachers working at different times is largely new to our education system “Face time”  in a virtual setting students may be geographically separated from their peers and their teachers Medium of instruction  virtual course materials are not limited to paper textbooks Teacher quality  virtual teachers may be located beyond local or state borders and, therefore, may not possess the same credentials as in-state faculty Assessment  instruction may be beyond the control of state/local authorities accountable for student achievement

10 Forum Guide to Education Indicators (2005) Describes the appropriate role of indicators as tools for measuring educational status and progress; Recognizes standard definitions and calculations for education indicators; and Identifies common misuse of education indicators. These education indicators:  help develop a picture of the elementary/secondary education system by measuring system inputs, processes, or outcomes;  are commonly accepted and frequently used in some form;  produce valid and reliable information;  provide measures that identify trends and inform policy and practice in a timely manner; and  can be derived from typical elementary/secondary administrative record systems. pub_ asp

11 Chapters Chapter 1: Introduction to Education Indicators and Indicator Systems  Defines the concept of an education indicator and describes the process of establishing a body of education performance and context indicators that will support decisionmaking by supplying useful, valid, reliable, timely, and cost-effective information. Chapter 2: Catalog of Education Indicators  Provides encyclopedia-type “entries” for 44 education indicators. Each indicator entry contains a definition, a recommended use, a policy question, caveats and cautions, additional information, related indicators, data element components, a formula, commonly reported subgroups, and display suggestions.  In addition to an alphabetical listing, the indicators are indexed in chapter 2 by the following major policy and content strands: InputsProcessesOutcomes Student/School CharacteristicsSchool ClimateSchool Performance Financial ResourcesOpportunity to Learn Staff Characteristics Appendices:Additional Context Measures, Statistical Terms and Concepts Display and Presentation, Data Elements, Additional Resources

12 Context and Philosophy

13 List of Indicators (A-C)

14 List of Indicators (D-R)

15 List of Indicators (S-Z)

16

17 Forum Unified Education Technology Suite (2005) This online resource combines and updates four previously existing NCES/Forum publications. Written for individuals who lack extensive experience with technology, but are tasked with leading technology initiatives in a school or district setting. Presents a practical, comprehensive, and tested approach to assessing, acquiring, instituting, managing, securing, and using technology in education settings. pub_tech_suite.asp Safeguarding Your Technology (1998) Your Fingertips (2001) Technology in Schools (2002) Weaving a Secure Web (2003)

18 Chapters Part 1: Planning Your Technology Initiatives Part 2: Determining Your Technology Needs Part 3: Selecting Your Technology Solutions Part 4: Implementing Your Technology Part 5: Safeguarding Your Technology Part 6: Maintaining and Supporting Your Technology Part 7: Training for Your Technology Part 8: Integrating Your Technology Appendices: Sample Acceptable Use Policy, FERPA Fact Sheet, Web Guidelines, Sample Security Agreements, Glossary

19 Table of Contents Outline for an RFP What Kinds of Issues Should Be Considered?  Thinking through Options  Performing a Build Versus Buy Analysis  Selecting Software for Classrooms  Dealing with Hardware  Purchasing versus Leasing  Evaluating Human Resources  Choosing and Preparing a Site Making a Final Decision  Reviewing Organization Guidelines and Procedures  Seeking Outside Advice  Reviewing References Analyzing Costs and Establishing a Budget  Procuring Resources  Negotiating the Bid Process  Comparing Costs to Benefits Documenting the Decision Introduction  1.1 Background  1.2 Overview of Requirements  1.3 Proposal Delivery Instructions (Due Date, Address, Etc.)  1.4 Organization of RFP Document  1.5 Required Organization of Proposals Required System Capabilities  2.1 Functionality  2.2 Technical Parameters and Capabilities Support Considerations  3.1 System Accessibility and Downtime  3.2 Maintenance Responsibilities  3.3 User Account Maintenance  3.4 System Security Proposal Evaluation  4.1 Mandatory Criteria  4.2 Point-related Criteria  4.3 Evaluation Process References Required Part 3: Selecting Your Technology Solution

20 Accepting (and Refusing) Donations Key Questions to Ask When Offered Donated Technology When companies replace their computer systems, they sometimes look to donate the equipment and/or software to education organizations. It is tempting to say "yes" to anyone offering something for free. On the other hand, a rule one might want to live by is: "Don't accept a gift you have to feed.”  Screen potential donations to ensure compliance with standards adopted by the organization.  Just as with purchases, donations come with associated costs for installation, training, maintenance, power supplies, facilities, associated hardware or software, human resources, etc. Does the hardware, software, or networking equipment being donated comply with the organization's standards? Will the hardware, software, or networking equipment being donated be covered by existing service and maintenance agreements or require additional expenses to ensure support? What other costs are associated with acceptance of the donation (e.g., will operating systems need to be purchased for donated computers)? Does the equipment contain toxic components that will drive up the cost of disposal? Will the donor defray any of the associated costs of acceptance? Part 6: Maintaining and Supporting Technology

21 Other Forum Publications

22 What Does This Mean to Forum Members? Are any of these publications relevant to activities and issues in my state or district? Do I know of anyone who would benefit from using any of these Forum resources? How can I share information about these documents with my colleagues? How can I share news about Forum resources more broadly?  Can I deliver a PPT presentation at a local meeting?  Can I submit an article to a newsletter or listserv?

23 Ordering Forum Resources To browse publications or to download free PDF or HTML versions of publications go to: For free print copies, call: ED-PUBS For large orders, visit: contact:Ghedam Bairu or write:U.S. Government Printing Office New Orders, Superintendent of Documents P.O. Box Pittsburgh, PA


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