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This page is no longer being maintained. The current Ed-Fi approach is to operationalize data out via actual tools: see Fizz Instructional Systems Toolkit


Table of Contents

Purpose

The goal is to provide access to guidance, pointers to tools, and peer bench-marking possibilities for school districts to get to the data they need from instructional systems, especially in order to monitor the progress and participation of students in virtual or blended models..

  • The priority here is data movement between systems that can be configured (perhaps with a bit of hacking) so as to not involve human intervention; "human API" solutions often fall heavily on teachers or other staff and therefore compete with more important instructional efforts.
  • As such this resources is not a full account of available from or potential data out from systems - it is an account of scale-able data out strategies.

Instructional Systems

This section provides information, guidance, tools and examples for particular instructional systems.

Fieldwork Overview

There is considerable variation in school district restart plans, but most districts envision a mixture of virtual and in-person learning, with some students being entirely virtual. For virtual models, most districts envision usage of both virtual synchronous and asynchronous modes in various combinations.

Given this, it will be important for LEAs to measure many things

  • participation -  if a student is active during a particular time period
  • engagement -  how deeply a student is engaging with instruction
  • attendance -  how a student's actions enable the district to count 
  • competency - if a student has mastered a particular skill defined in the curriculum

Assessing these indicators will rely heavily on instructional system data.

Priority Data Elements

Based on a review of data elements used under school closure/remote instruction in Spring 2020 and on community conversations related to school restart in Fall 2020, the priority data elements from instructional systems seem to be these:

  1. Student logins: if the student logged into the instructional system on a given day
    1. May include counts of logins, start/end times and or total time for a day
  2. Assignment and/or assessment progress: if the student made progress on or completed a formal assigned activity, including dates of the student activity
  3. Teacher assessments of student assignments and/or progress
  4. Participation in a synchronous virtual session (if hosted by the system)

Accordingly, the analysis of data out strategies focuses on these areas.

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