inacol 2013-08-06 e-rate 2.0: defining drivers and capacity needs
DESCRIPTION
On Tuesday, August 6, 2013, the International Association for K-12 Online Learning (iNACOL) and the Council of Chief State School Officers (CCSSO) hosted a webinar to explore recently announced plans to update the Federal Communications Commission's E-Rate program. As more schools adopt new learning models powered by blended and online learning, an updated E-Rate program will provide more opportunities for schools, libraries and other learning environments to secure essential broadband access for the country's students. The webinar addressed the pressing need for schools and students to have improved access to high-speed Internet with upcoming online assessments in 2014. Susan Patrick, President and CEO of iNACOL, said, "80 percent of U.S. schools do not have broadband Internet access sufficient to provide new learning models that ensure students graduate ready to face the challenges of a 21st century college or career environment. The United States is in the bottom half of developed nations for Internet access and speeds available to its citizens. It is vitally important that education leaders work with the FCC to strengthen and update the E-Rate program to make certain our students get the best start possible, regardless of where they learn." In July, the FCC announced a proposal to modernize the E-Rate program to meet the educational needs of students and teachers. iNACOL, in partnership with leading education organizations, is committed to amplifying the voice of school leaders and policymakers throughout the country through this series of webinars dedicated to an examination of the E-Rate program and driving efforts to achieve a comprehensive update to this critical effort. Presenters: Susan Patrick, President and CEO, iNACOL Evan Marwell, CEO and Co-founder, Education Superhighway Susan Van Gundy, Associate Director for Assessment Technology, Achieve / PARCC Jennifer Davis, Director, CCSSO Innovation Lab Network More info: http://inacol.orgTRANSCRIPT
E-Rate 2.0: Defining Drivers and Capacity Needs
• Susan Patrick, iNACOL• Jennifer Davis, CCSSO Innovation Lab Network• Evan Marwell, Education SuperHighway• Susan Van Gundy, Achieve/PARCC
August 6, 2013
www.inacol.org
Welcome & Introductions
Susan PatrickPresident & CEO, iNACOL
Susan PatrickPresident and CEO, iNACOL
Susan Van GundyAssociate Director for Assessment
Technology, Achieve / PARCC
Panelists
Evan MarwellCEO & Co-Founder, Education SuperHighway
Jennifer DavisProgram Director, CCSSO Innovation Lab Network
About iNACOL• Premier K-12 nonprofit in online learning dedicated to an important
student-centric mission: that all students have access to a world-class education and quality blended and online learning opportunities that prepare them for a lifetime of success.
• Leadership, advocacy, research, PD, quality standards, training, and networking with experts in K-12blended and online learning.– 4400+ members in K-12 blended and online learning in over 50
countries– Annual conference – iNACOL Blended and Online Learning
Symposium: Orlando, FL in October 28-30, 2013• Our strategic areas of focus in online and blended learning:
1. Policy
2. Quality
3. New Learning Models
iNACOL/CCSSO E-rate Webinars: to empower & inform education
advocates
7/25
• E-rate 101: Basics for Education Advocates
Today
• E-rate 2.0: Defining Drivers and Capacity Needs
SAVE THE DATE! 8/20 4-5 pm ET
• ConnectED and E-rate: Q&A with FCC and Dept of Education officials
New Solutions through Online Learning
• 40% of US high schools do not offer AP courses– 75% of districts use online learning to offer Advanced
Placement or college-level courses.
• Teacher Shortages– 40% of public school districts in America today say they
need online learning resources because certified teachers are not available for traditional face-to-face instruction.
• More than 50% need online learning to reduce student scheduling conflicts to graduate on time.
• 60% of school districts say they need online learning for credit recovery.
Trends
• Change toward New Models of Learning– Online learning– Blended learning– Competency-based approaches– Online credit recovery– Mobile learning
• National: – CCSSO Innovation Lab Network– Gates Foundation’s Next Generation Learning Challenges
• Wave IV Personalized, Blended, Mastery-based New School Models
www.inacol.org
Source: Susan Patrick, iNACOL
• Ensure Full Access to Broadband Internet Infrastructure• Build out broadband connectivity with needs of digital content
resources, and online assessments to enable student-centered, personalized, blended and online learning – accessible anytime, anywhere at school and at home.
Top Policy Issue
Where we are now
• FCC launched update of E-Rate on 7/19/2013
• Comment on the Notice of Proposed Rulemaking due 9/16/13
www.inacol.org
Questions?
Jennifer Davis
Director, Innovation Lab Network
Council of Chief State School Officers
August 6, 2013
E-Rate 2.0: Defining Drivers and
Capacity Needs
A new “North Star”…
College and career readiness for all students
…drives education system transformation…
Personalized, mastery-based learningAnytime, anywhere learningComputer adaptive assessmentReal-time data collection and reporting
…with new requirements for technology and connectivity
HardwareSoftwareHigh-speed internet
Examples
2014 assessments Innovation
CCSSO Innovation Lab Network
17
9 states taking collective action to identify, test and scale student-centered approaches to learning that advance:
1. World-class knowledge and skills
2. Performance-based learning
3. Personalized learning
4. Comprehensive systems of learning
supports
5. Anytime, everywhere opportunities
6. Student agency
CCSSO Innovation Lab Network (cont’d)
Schools and districts in ILN states come together to advance new and innovative practices aligned to the 6 critical attributes
States across the ILN come together to share lessons learned and advance policies and practices to support and scale innovation
CCSSO facilitates collaboration and communication among ILN states and with a broader audience, and provides leadership and/or support as states move forward
ILN Excerpt #1
“Student learning is individualized in a variety of ways in our district. Our middle school is the most sophisticated with these practices with the establishment of both Math and Literacy Centers in which 100% of 7th and 8th graders experience learning in a personalized manner. The Math Learning Centers utilize ALEKS as a tool along with a large group setting with multiple teachers and staff, structured around regular student goal setting and conferencing. Students move at a pace commensurate with their ability to learn the content and skills. Teachers monitor frequently and incorporate mini or small group lessons strategically based on student progress. The Literacy Center works in a similar manner using Google Apps and online teacher developed rubrics for ongoing feedback. Teachers work in teams and share the responsibility of helping all students grow.”
ILN Excerpt #2
“A teacher came to me wondering how she could make her reading assessment available online. I helped her create student Google Sites, Blogger, an Audioboo and a Google form. I attached students’ Audioboo accounts to their Blogger and embedded their Blogger into their Google Site. The site layout was a two column layout. In one column was the Blogger and in the other I embedded the Google form. Now when students use the Audioboo app on their iTouch, Smartphone, iPad, etc, to read a paragraph, the ‘boo’ is quickly posted to the blog where the teacher, the student, or other students can listen to the ‘boo’ and complete the form. The teacher now can hear the student progression throughout the year as well as see how students rate themselves and others on the individual’s progression.”
ILN Excerpt #3
“We are in the process of a 1:1 iPad roll out. In our PD we have stressed how technology supports learning but our focus is on personalization and preparing students for -career and -college readiness. Recently in a 1,2,3 multiage NxGL classroom, some students were gathered in a corner discussing a problem they were solving in math. A first grade student pulled out her iPad, snapped a photo of some of the data they were discussing and then invited her group to another remote location of the room. She proceeded to show the group, which contained several older students, how they could pull the data up on Skitch (a free app) and mark it up to collaborate over the data while working to solve their problem. This without any teacher direction! This student demonstrated her understanding of how technology can facilitate learning and allowed them to opportunity to move “anywhere” and mark and remix the data to make it their own.”
Recent state-level movement
California – Piloting Education Technology Task Force recommendations
Iowa – Creating a statewide plan for digital learning
Kentucky – Developing next-generation Open Educational Resources linked to the Common Core for broad distribution
Maine – Exploring expanded access to online courses, simulations, video resources
New Hampshire – Exploring open-source data systems and other digital platforms to support competency-based education system
Wisconsin – Implementing statewide learning management system
CCSSO Digital Learning Task Force
CCSSO recently launched a chiefs’ Digital Learning Task Force to engage federal policymakers in support of improved digital learning opportunities for all students.
This task force, co-chaired by Tom Luna from Idaho and Tom Torlakson from California, seeks as its first objective to inform the FCC rulemaking process that would improve and expand the E-Rate program.
The task force will advise upon: Appropriate targets for E-Rate success Metrics to define E-Rate success States role in E-Rate program administration.
Our Imperitive
We must eliminate the “digital divide” in public schools to ensure that all students have access to 21st century learning opportunities.
Questions or comments
Jennifer Davis
Director, Innovation Lab Network
www.inacol.org
Questions?
iNACOL / CCSSO E-Rate WebinarEvan Marwell, CEO & Co-Founder
August 6, 2013
Confidential
EducationSuperHighway
EducationSuperHighway 28
Identify Schools Requiring Upgrades
Help Districts Create Upgrade
Plans
Lower the Cost of Connectivity & Equipment
Support E-Rate Modernization
Network Snapshot Internet Pricing Portal
E-Rate 2.0
Mission: Upgrade the Internet infrastructure of every K-12 public school in America for digital learning
America’s Leading Non-Profit for K-12 Internet Infrastructure
Confidential
K-12 Networks: Best Efforts => Mission Critical
Administrators Teachers Students0
10
20
30
40
50
60
1.6 3.3
55
Potential Users on K-12 Networks
Mill
ions
of U
sers
Confidential
Digital Learning Requires 100Mbps+
EducationSuperHighway 30
ConnectED Goal = 1 Gigabit / School
Confidential
Teachers Waiting for Robust Infrastructure
0-25% 25-50% 50-75% 75-100%0
20
40
60
80
100
120
31
45
77
105
Average Bandwidth By Utilization Quartile
Bandwidth Utilization
Avai
labl
e Ba
ndw
idth
(Kbp
s/st
uden
t)
Confidential
State of the Nation
Source: EducationSuperHighway National SchoolSpeedTest – Interim Results as of 6-20-13Assessment Readiness Based on SBAC Standard (Basic = 20K bps/student; Media Rich = 50 Kbps/student)Digital Learning Readiness Based on SETDA Standard
Not Ready F
or Asse
ssment
Ready For B
asic Asse
ssment
Ready For M
edia Rich Asse
ssment
0%5%
10%15%20%25%30%35%40%45% 42%
31%27%
Assessment Readiness
Not Ready For Digital Learning
Ready For Digital Learning (2013)
Ready For Digital Learning (2017)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
77%
23%
1%
Digital Learning Readiness
Confidential
K-12 Networks – Connectivity + Wi-Fi
EducationSuperHighway 33
Confidential
E-Rate Priority 1 Spending
Data Network Telephony Mobile Application Services
0%
10%
20%
30%
40%
50%
60%
70%
58%
33%
6% 3%
E-Rate Spending by Category
Source: EducationSuperHighway preliminary Form 471 Item 21 Analysis
Confidential
E-Rate P1 Spending – Data Network
Internet Access WAN0%
20%
40%
60%
80%
22%
78%
Percentage of Annual Data Network Cost
Confidential
Current
Required 2013
Required 2017
0
10
20
30
40
50
60
2.5 5.5
55
K-12 Bandwidth Usage
Tota
l K-1
2 U
sage
(Ter
abits
)
Current Required 2013
Required 2017
0123456789
10
1.2
2.65
9.25
K-12 Bandwidth Cost
Tota
l K-1
2 Co
st ($
Bill
ions
)
E-Rate
Note: 2017 cost assumes 67% decrease in cost / megabitSource: EducationSuperHighway estimates, SETDA
E-Rate Will Be 5x Oversubscribed by 2017
Confidential
Dark Fiber Transforms Bandwidth Costs
Median Sc
hool
"Best
Practi
ce" L
eased
Dark Fib
er Lease
d
Dark Fib
er Owned
$-
$5
$10
$15
$20
$25
$30
$35
$40
$45 $40.00
$6.15
$0.69 $0.08
Cost Per Megabit
Median Sc
hool
"Best
Practi
ce" L
eased
Dark Fib
er Lease
d
Dark Fib
er Owned
-
2,000
4,000
6,000
8,000
10,000
12,000
14,000
21 159 1,419
12,237
Megabits Per School*
Confidential
E-Rate Modernization Objectives
• Update goals to focus on Internet infrastructure
– Priority One = Internet access, WAN, LAN & Wi-Fi– Priority Two = Telephony, Mobile, Application Services
• Fund one time capital investment to connect schools to dark fiber and deploy ubiquitous wireless networks
• Create incentives for pooled purchasing & cost savings
• Increase transparency & accountability
– Web based Form 471 Item 21 data entry portal– Automated bandwidth monitoring
• Simplify the E-Rate application process
EducationSuperHighway 38
www.inacol.org
Questions?
Technology and Common Core Assessments
Susan Van Gundy
Associate Director for Assessment Technology
Achieve40
What Is PARCC?
The Partnership for Assessment of Readiness for College and Careers: Made up of 20 states Developing common, high-quality
math and English language arts (ELA) tests for grades 3–11Computer-based and linked to what students need to know
for college and careers For use starting in the 2014–15 school year
41
Available Now: PARCC Item PrototypesAvailable Now: Technology Readiness ToolAvailable Now: Capacity Planning ToolAvailable Now: Accessibility/Accommodations ManualSummer 2013: Item Try Outs and Research StudiesFall 2013: Additional Prototypes ReleasedWinter 2013: System Check Tools OpenSpring 2014: Field TestSpring 2014: Practice Test AvailableSchool Year 2014-2015: First Operational Assessment
PARCC Timeline
Assessment DesignELA/Literacy and Mathematics, Grades 3–11
43
Beginning of School Year
End of School Year
DiagnosticAssessment
Mid-Year Assessment
Performance-Based
Assessment
End-of-Year Assessment
Speaking and Listening
Assessment
Optional Required
Key:
Flexible administration
Assessment ShiftsPARCC Assessment Technology Shifts From ToScale Individual state tests Multistate consortia sharing common tests, common
infrastructure, and economies of scale.
Content Low complexity items and task response modes.
Cognitively complex tasks that leverage use of multimedia, interactivity, authentic tasks, multi-part, simulations – and address traditionally difficult to assess skills within the Common Core.
Delivery - Once a year- Paper and pencil
Computer-based assessment system including summative, mid-year, diagnostic components + curricular and professional development resources.
Scoring & Reporting
- End of year- Decontextualized- High Level
- Data to inform instruction- Contextualized to CCSS - More granular feedback
Data Student responses - Responses, interactions, patterns to improve assessments- Data for state longitudinal systems- Results will be interpretable across states (for example
when a student moves from one state to another)
Infrastructure - Procured services- State-specific
- Common consortium infrastructure- Scalable, flexible, extensible
Interoperability Virtually none Common standardized formats for results data, items, and student registration allow interoperability across states and across technical components.
Some examples include: Text to Speech Speech to Text Magnification / Zoom Highlighting Customized colors Masking Graphic organizers or
representations
Captions for audio and video Descriptive video Native language
supports/tools Braille (tactile/refreshable) Signing supports (ASL) Assistive technologies
Accessibility Features and Accommodations
45
School Technology Readiness
TECHNICAL INFRASTRUCTURE
• Devices and Networks• Bandwidth• Accessibility• Security• Interoperability• Data Storage and Reporting• Tech Support• User Training• Systems Testing
LEARNING INFRASTRUCTURE
• Standards• Curriculum• Pedagogy• Instructional Materials• Opportunity to Learn• Professional Development• Formative and Summative
Assessments• Data Analysis
46
PARCC Technology
Specifications
Desktops, Laptops, Tablets, Thin Client/VDI
Minimum Recommended
Operating System
Windows XP–SP3 (with caveats)Mac OS 10.5Linux: Ubuntu 9-10, Fedora 6iOS6Android 4.0Chrome OS
Windows 7 or newerMac OS 10.7 or newerLinux: Ubuntu 11.10, Fedora 16iOS6 or newerAndroid 4.0 or newerChrome OS
Memory By operating system 1 GB RAM
Processor By operating system 1 GHz
Screen Size 9.5 “ 9.5 “ or larger
Screen Resolution
1024 x 768 1024 x 768 or better
Bandwidth 5 kbps/ studentusing local caching
100 kbps/ studentto support instruction and assessment
Technology Readiness Tool Goals• Assist states and districts in evaluating their own readiness
and creating specific strategies to address local needs
• Inventory baseline level of technology and supporting infrastructure currently residing in schools
• Data to inform for technical platform architecture and assessment designs
• All states are defining and evaluating readiness in same way
Smarter Balanced – PARCC – SETDATechnology Readiness Tool
48
State & Local Participation
• State Readiness Coordinators (SRCs)• Serve as primary point of contact for working with Pearson
and the consortia• Communicate regularly to Local Educational Agencies
(LEAs) including technology personnel• Facilitate training of LEA technology personnel • Answer questions from LEA personnel
• LEA Staff• Upload or enter data for each school• Communicate when they are “finished” with data
entry for a particular readiness assessment window49
Data Collection Parameters
Data Collection Parameters
Parameter Collection Method
Device Specifications Readiness
Operating System AutoProcessor
(Type/Speed/Capacity)Auto
Memory AutoResolution AutoMonitor/Display size SurveySupported Browsers AutoWireless connectivity SurveyType of Device Survey
Device-to-Tester Readiness
Number of devices CalculationNumber of testers SurveyLength of testing window in school days
Survey
Number of sessions/day SurveyRatio of
devices/testers/sessionsCalculation
ParameterCollection Method
Network Infrastructure Readiness
Estimated Internet Bandwidth Available
Survey
Estimated Maximum Network Speed
Survey
Estimated Network Utilization Survey
Number of wireless access points/school
Survey
Ratio: wireless devices to access points/school
Calculation
Maximum number of simultaneous testers
Survey
Available bandwidth for maximum number of testers
Calculation
Staff & Personnel Readiness
Survey Question: Categories of Concerns/Problems
Survey
50 Not Available in First Data Collection
Getting Results
• Reports will be available for the different dimensions
51
SAMPLE DATA
• Technology Strategy for Instruction and Assessment
• Clear, Consistent, and Intentional Planning • State Leadership and Support• Intra-State Education Agency Coordination • Clear and Ongoing Communications• Network Analysis at the Local Level• Recognition That One Size Does Not Fit All
52
Key Lessons – Successful Planning Involves…
Devices• Most machines meet or exceed consortia minimums, many
meet recommended specifications (except operating system)• Windows XP still dominant operating system• Windows > Mac > Chrome > Linux > iOS > Android• Tablet segment is growing• Wireless vs. Wired almost even• Very little BYOD reported
June 2013 Snapshot – PARCC + SBAC Trends7.9 million devices reported72,000 schools / 14,000 districts
Networks• Network speeds and utilization estimates are difficult for
schools to report (32% of responses reported no network data)
• Local environment considerations need to be calculated at a finer grain size to be meaningful (network configuration, peak load speeds, wired vs. wireless, simultaneous non-assessment usage, simultaneous test takers)
Staffing• Largest concerns are around (1) having adequate IT staffing
levels and (2) proctors having sufficient technical training to administer tests
June 2013 Snapshot – PARCC + SBAC Trends7.9 million devices reported72,000 schools / 14,000 districts
www.inacol.org
Q&A
www.inacol.org
Thank you!Follow up questions about this webinar?
Contact:
Maria Worthen
Vice President for Federal & State Policy, iNACOL