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Preparing K-12 Education Infrastructure for Online Assessment:

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The Top Five Technology Priorities

Preparing K-12 Education Infrastructure for Online Assessment: The Top Five Technology Priorities Introduction

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s the deadline for Common Core online assessments approaches, districts across the United States are in varying stages of planning and implementation. While few up-todate statistics exist for districts’ progress toward meeting Common Core technology goals, one report indicates that as of late 2013, 78 percent of schools had not completed plans to support Common Core, much less implemented the technology.1 The good news is districts will have access to paper-based assessments until school year 2016-17 (though at an additional cost), so there is still time to get up to speed.

As of late 2013,

78%

of schools had not completed plans to support Common Core technology goals.

This Center for Digital Education (CDE) white paper focuses on the top five technology priorities school districts need to focus on for online assessment. These priorities include a wireless network, data storage, classroom devices, mobile device management and security, and system integration. Online assessments are one of many drivers for increased technology in K-12 schools. This paper helps point the way toward sound practices and practical steps that budget-conscious and resource-limited districts can take to create a technology-enhanced environment that enriches learning while meeting standards for assessment.

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Priority 1: A Wireless Network

As school districts turn to mobile devices such as laptops, tablets and smartphones to meet assessment goals, expand 1:1 initiatives and personalize learning, wireless access points have become the most feasible way to connect a multitude of devices and device types to the school network. Depending on a district’s network infrastructure, the wireless network ultimately connects with a hard-wired broadband network — either within the school or district, or as the data leaves the district. Regardless of the configuration, a district must have a reliable path for Common Core data to travel back and forth between the regional data center where Common Core online assessments are administered and the student’s test-taking device.

Best Practices To ensure assessment applications perform properly on test day and to prepare the network for the other applications that will run on it, districts must ensure the network has sufficient bandwidth to accommodate peak loads of traffic and that traffic flow is configured so timesensitive applications such as assessments and audio/video receive priority. • Consider the entire data path. A fully integrated and properly monitored solution is key to network performance. Even if a district has all the wireless access points it needs, antiquated or faulty switches, routers and other technology along the data path will degrade performance. Districts should continually monitor network performance to ensure traffic is moving as expected.

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Understand data rates and test at peak loads. It’s important to understand how much bandwidth an individual application consumes, how many devices will be accessing an application simultaneously and what the network is designed to handle. In its bandwidth requirements for the Common Core, the Partnership for Assessment of Readiness for College and Careers (PARCC) recommends 5 to 10 kilobits (kbps) per student for assessment only and 100 kbps per student for assessment and instruction. 2 Smarter Balanced Assessment Consortium recommends at least 10 kbps per student. 3 Select equipment that enables highdensity deployments. Districts often face challenges with co-channel interference and spectrum capacity when deploying wireless networks in environments with many devices and users. Advanced wireless network solutions offer integrated planning tools that can help load balance clients, reduce co-channel interference and maximize spectrum capacity. Districts should also use applicationaware tools that allow administrators to determine which applications have priority in terms of bandwidth usage and performance.

E-rate Funding E-rate is a federal program that provides K-12 schools and libraries with subsidies of 20 to 90 percent for telecommunications services, Internet access and network equipment. In July 2014, the FCC announced that $2 billion of E-rate funding will be available specifically for Wi-Fi networks.4 Although many districts may qualify for E-rate funding, it’s important to note that the application process is extremely complex. A best practice is to work with a consultant or technology partner that has expertise in this area.

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Get Started Some schools and districts are very mature with wireless technology, while others have a “mixed bag” of heterogeneous solutions or are in the early stages of deployment. The following tips can help districts keep on track with wireless network implementation and management. • Early stage: Understand your business and technical requirements. Know the bandwidth and latency requirements of Common Core online assessments and all other applications that will use the wireless network. Keep in mind that assessment periods, when many students access the network simultaneously, will place an unusually high load on the network. • Mid stage: Monitor how the network is being utilized and check network loads. One of the most challenging times for wireless network administrators is during high-stakes assessments and after the winter break, when students return to school with new devices. • Near completion: Continue to monitor and fine-tune channel utilization, the data transmission capacity of access points, client loading and other aspects of the network. Make sure the network performs as expected. To ensure online assessments run smoothly, designate assessment traffic as high priority.

To ensure assessment applications perform properly on test day, districts must ensure the network has sufficient bandwidth to accommodate peak loads of traffic.

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Priority 2: Data Storage/Data Center

The district data center houses servers that store, manage and distribute data — not only for assessments but also for content management systems, student information systems and more. In terms of Common Core and online assessment, a properly implemented data center enables the secure storage, management and retrieval of assessment-related data.

Although Common Core online assessments (and other high-stakes tests) are typically delivered by external sources with their own data warehouses, districts still need to store Common Core-related curricula and any cached test content that has been downloaded prior to the assessment. In addition, they need to store content and data related to other assessment tools such as formative assessments, personalized learning plans and student portfolios. • Ongoing (formative) assessment: Formative assessment is becoming an integral part of the daily learning process. Instead of only issuing a test at the end of a chapter, for example, teachers are using technology and pedagogical skills to continuously assess and analyze students’ grasp of material. The goal of this approach is personalized learning, whereby students learn at their own pace and in their own learning style. • Personalized learning plans: Until recently, special education students have been the only recipients of individual education plans (IEPs), but with today’s assessment technology, adaptive learning programs and other online tools, virtually any student can benefit from a personalized learning program.

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Although Common Core online assessments (and other high-stakes tests) are typically delivered by external sources with their own data warehouses, districts still need to store Common Core-related curricula and any cached test content that has been downloaded prior to the assessment.

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Lifetime student portfolios: Digital portfolios allow students to demonstrate what they know and can do, as evidenced by not only grades and assessment results but also student work such as presentations, projects and media clips. By giving a more detailed, longitudinal picture of an individual student, portfolios assist educators in meeting the needs of transfer students, evaluating changes in behavior and performance, and helping students recognize their accomplishments and strengths. At higher grade levels, student portfolios also provide a starting point for résumés and other career planning.

To accommodate Common Core and use assessment data effectively, districts need to securely store high volumes of tracked data. They must also have sufficient processing capabilities to enable analysis and display assessment results. For longitudinal data such as personalized learning plans and student portfolios, districts need tools to index and store student output in a way that is cost efficient yet allows for easy retrieval as the student progresses. In

Best Practices In planning for data storage and retrieval, the goal is to be as flexible and responsive as possible to quickly evolving needs. Decisions made today will impact the district for years to come. The ideal solution meets demands for peak loads and massive volumes of data, while scaling easily and minimizing burden on IT staff. • Use a service-oriented architecture (SOA). An SOA allows multiple discrete services or functions to interact easily and ad hoc over the network without changing underlying software or requiring human intervention. It allows districts to create a flexible, scalable environment for delivering assessments as well as containing all the data and analytics associated with them. • Standardize. It’s not unusual for different schools in a district to use different technology in their individual data centers. This approach

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becomes problematic when districts undertake district-wide initiatives that rely on a unified, homogenous system. A standardized, centrally governed architecture across the district simplifies the consumption of technology and allows districts to be more flexible when changes occur. Standardization may even create opportunities for technology discounts and highly supportive partnerships if a district purchases equipment from a single vendor. Virtualize. For districts that host their Web servers and data center infrastructure internally, virtualization is key in terms of mitigating data center expansion. By virtualizing Web servers that deliver assessments and online learning, districts can increase the footprint available for data storage arrays as data volumes grow. Ask about security when choosing a cloud-based service. Depending on district size, budget and existing infrastructure, some districts may opt for externally hosted cloudbased data center services. Doing so can expedite deployment and alleviate costs and The ideal data storage solution meets demands for peak loads and massive volumes of data, while scaling easily and minimizing burden on IT staff.

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many cases, this may involve using a tiered storage architecture, where older, infrequently accessed records are archived.

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complexities associated with an in-house solution. When using cloud services, districts should determine how the service provider is going to secure data and protect students’ identities. The service should provide tools that allow the district to align secured or anonymized data to an individual user, as well as control and track access to that data. Pay attention to storage touch points. Some districts may host their storage/data center on premises but use third-party cloud-based Web services to deliver assessment-related content and data. In this scenario, it’s important to understand where the cloud architecture intersects with data stored within the district and how it interacts with that data. Districts need to consider interdependencies between the two systems and how to support both functions even if there is disparate architecture.

The ideal data storage solution meets demands for peak loads and massive volumes of data, while scaling easily and minimizing burden on IT staff.

Get Started The following maturity model can help districts keep on track with data center implementation and management. • Early stage: Start by standardizing equipment, processes and other details of the data center. • Mid stage: Consolidate processes and eliminate redundancies to further simplify operations and reduce costs associated with maintaining and upgrading unnecessary data center equipment. • Near completion: Build on insights gained during standardization and consolidation to create greater efficiencies, scalability and flexibility. Map district requirements for assessment, learning, teaching and administration to technology requirements to ensure optimal usage.

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Priority 3: Classroom Devices

Common Core assessments support a wide range of user devices, including desktops, laptops, virtual desktop infrastructure (VDI)/thin-client systems and tablets. (See the PARCC guidelines for specific guidance and requirements regarding device capabilities.5) In addition, the assessment window for online Common Core assessments spans 12 weeks, so with careful scheduling, districts can leverage a single device for multiple students and schools if needed. The challenge is deciding

69%

of respondents in a CDE survey said they need an increase in district-provided devices to perform Common Core online assessments.

which devices best meet district needs for both assessment and learning, and then developing a strategy that encompasses all of those devices. • Desktop and thin clients are best for fixed physical locations (e.g., shop classes, computer labs and administrative offices) or when a larger screen size is needed. • Laptops are best for creating content (e.g., reports and spreadsheets). • Tablets are best for consuming media (e.g., books, videos and presentations) and in situations that require a high degree of portability (e.g., when teachers are performing formative assessments during class or when students are in labs and on field trips).

Best Practices In equipping students for assessment, districts can either provide all of the devices or use some combination of district-provided and

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(e.g., smartphones, tablets and laptops) and that IT staff know how to deploy and manage assessment applications and any required browser software on the devices that will be used. ○○ When developing use policies, districts should balance the need for flexibility in the types of devices that students and teachers may bring to school against the need to simplify administration and preserve bandwidth. Doing so may require limits on the number and range of devices allowed per person. Be sure VDI meets assessment requirements. Large districts may opt for a VDI or thin-client solution to enable a high number of students to access assessment content within a tight timeframe. Endpoint virtualization allows districts to manage and secure a multitude of devices from a centralized location. Virtualization can also help districts cut costs and maximize the value of existing investments by Districts cannot build network capacity, manage security or plan technologyassisted learning until they know what devices are on the network, how they are being used and by whom.

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student-provided devices (bring your own device or BYOD). Regardless of which route they choose, districts need to consider how these devices will be used and how they will interact with the network. • Gain visibility into device usage. Districts cannot build network capacity, manage security or plan technology-assisted learning until they know what devices are on the network, how they are being used and by whom. Surveys and monitoring tools can help districts answer these questions and then create consistent policies that guide end users and user groups. • Use BYOD methodically. In a CDE survey of more than 100 K-12 IT leaders,6 69 percent of respondents said they need an increase in district-provided devices to perform Common Core online assessments. While BYOD initiatives can help address device shortages, they require careful execution. ○○ Districts should ensure assessment software and other content can run on BYOD platforms used in the district

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repurposing old computers into virtual desktop clients and enabling computer labs to switch easily between testing and instruction environments. If a district chooses virtualization, it’s important to ensure the VDI environment meets Common Core assessment application requirements. This includes requirements for network path performance (all the way from the virtualized endpoint device through to the VDI data center and regional assessment center). Consider inherent security of the device. Some devices are easier to secure than others, and districts have to develop usage/ security policies accordingly. Laptops, for example, are more prone to malware and other security risks than smartphones and tablets, which have more compartmentalized operating systems and are inherently more secure. This drawback with laptops may be an even bigger issue in BYOD environments, where users are bringing devices back and forth from home and downloading content from outside the district network.

Devices on the network impact everything from network and application security to network performance. Knowing what kinds of devices students and teachers are using can help districts determine how best to deliver assessments and other content. Get Started Devices on the network impact everything from network and application security to network performance. Knowing what kinds of devices students and teachers are using can help districts determine how best to deliver assessments and other content. If a district does not have a strategy for gaining accurate visibility into the devices on its network, it’s essential to start now. The following tips can help districts get a clear picture of the devices on their network. • Early stage: Determine how many devices are using the district/school network and what

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they are doing. Even if a district does not allow students and/or faculty to bring their own devices, it’s likely they are doing so anyway. Mid stage: Identify user groups and define user policies. Near completion: Determine device types and build a strategy for enabling online assessment with these types (or a subset of these types). Perform testing to ensure devices behave as required/ expected in the assessment environment.

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Priority 4: Mobile Device Management and Security

In a recent survey of more than 300 K-12 educators,7 70 percent of respondents reported mobile technology had been adopted by more than 25 percent of the schools in their district. In a separate survey of more than 2,200 students in grades 4 through 12, 58 percent of students reported using a laptop or notebook at least twice per week for school work, 29 percent reported using a tablet at least twice per week for school work and 30 percent reported using a smartphone (a cell phone with a network connection) at least twice per week for school work.8 The majority of respondents in the survey also said they would like to use mobile devices more frequently in the classroom than they do now.9 As mobile devices such as laptops, tablets and smartphones enter the school landscape, districts need mobile device management (MDM) tools to prevent device security and application management from becoming inconsistent and overwhelming. MDM tools help ensure devices connect properly to the network; applications (including online assessments) are distributed, upgraded and deleted as needed; user and device credentials are provisioned and managed properly; and security and usage policies regarding mobile devices are followed consistently. Some newer products integrate these functions into centralized all-in-one tools that are easy to configure and manage.

When it comes to MDM, the best approach is to look at the entire mobility solution — whether for assessment, learning, teaching or administration — in terms of how it affects the entire district ecosystem. • Include all stakeholders. It’s important to include IT staff, faculty, administrators, assessment teams, instructional technologists, students, parents and all other stakeholders in decisions about devices and device usage policies. By discovering each group’s goals for mobile devices, understanding the impact of specific policies on each group and soliciting feedback on an ongoing basis, districts can more easily obtain compliance with usage policies, create the best possible user experience and simplify work for IT personnel. • Make security a priority. To protect data and maintain the trust of students, parents, school boards, policy makers and the general public, districts need a comprehensive data security policy that addresses data wherever it resides in the district. While it may be obvious to

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protect critical administrative data in the district office, confidential data residing on individual devices may be easier to overlook and more difficult to track. In the case of Common Core and other assessments, device security is especially important for protecting student data such as names, contact information, grades, assessment scores and other personal information. Differentiate security for faculty and students. Districts need to develop different security policies and controls for faculty and students. In general, faculty devices need stronger security controls to protect grades and other private student information stored on the device. Faculty devices may also require more advanced credentials so only authorized users can access student data residing on other systems within the district. Choose integrated solutions. When choosing MDM tools, districts should avoid point solutions that address only one aspect of device security and management. New integrated tools As mobile devices such as laptops, tablets and smartphones enter the school landscape, districts need mobile device management (MDM) tools to prevent device security and application management from becoming inconsistent and overwhelming. SHUTTERSTOCK.COM

Best Practices

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offer multiple levels of defense and simplify MDM by including rigorous identity verification, policy enforcement, security compliance, compliance checks and more within a single product.

Get Started The following suggestions can help districts stay on track with managing and securing devices for assessment purposes. • Early stage: Look at the status of current online assessment projects and determine where they align with general mobile device enablement and integration projects. • Mid stage: Establish a plan for provisioning and piloting assessment applications on mobile devices. Develop standardized policies for securing mobile devices and establish systems for ensuring these policies are followed. • Near completion: Monitor the network continuously for device usage patterns and refine MDM policies and procedures as the number and type of devices grow and assessment requirements change.

Districts should work with a reputable technology management company (e.g., a systems integrator or value-added reseller/VAR) — preferably one with expertise in education — to help with planning, procurement, implementation and integration.

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Priority 5: Integration

Planning, deploying and managing just a single component within a district’s technology infrastructure is a complex undertaking. Among other things, it takes time, a thorough understanding of the technology and hands-on implementation experience. When multiple components are involved, complexity can increase to overwhelming proportions. Each component must come together with other components in a way that

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allows the overall infrastructure to operate as a single, smoothly functioning system — for assessment, learning, teaching and more. With a successfully integrated infrastructure, districts will be ready for assessment day. They can marshal laptops, tablets and other devices from their own inventory or students’; secure and manage users’ access to assessment applications; allow students to take online assessments via the wireless network; and store test results and analytics in a way that maintains a record of individual performance while allowing educators to use data to plan for both the individual student and the district as a whole.

Best Practices Although integration is listed at the end of this paper, it should be considered at every step of planning for all the components in the district infrastructure. Projects with many “moving parts” require systematic processes and the help of partners with expertise in integration and change management. • Look at the big picture. When defining an integration strategy, it’s important to look at systems from a holistic viewpoint. Avoiding functional silos (e.g., the network vs. devices vs. applications vs. data storage) helps ensure all systems work together with minimal redundancy and maximum efficiency. • Consider the entire life cycle of systems and technology. To ensure adequate funding and sustain the system over time, districts must consider the costs of the entire life cycle. The system/technology life cycle includes not only procurement and deployment, but also help desk support, maintenance, upgrades, warranty support and end-of-life. Though not traditionally considered part of the life cycle, training for IT staff and professional development for educators should also be accounted for in budgeting and planning for technology.

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Get help. Most districts do not have all the resources they need internally to implement and integrate a comprehensive IT infrastructure. Even if IT staff have the skillsets, they are not likely to have the time. If possible, districts should work with a reputable technology management company (e.g., a systems integrator or value-added reseller/VAR) — preferably one with expertise in education — to help with planning, procurement, implementation and integration. Forrester Research recommends evaluating such companies according to the breadth and depth of their service portfolios, original equipment manufacturers (OEMs) relationships and regions they support.10 It’s also important to consider the vendor’s longevity and stability, and its potential to maintain an ongoing relationship.

Get Started

and system integration must provide a foundation for not only online assessment, but also technology-based learning and administration. As districts approach deadlines for Common Core online assessment, they face myriad choices and decisions. Choosing an IT solutions provider with expertise in education environments is a vital step in the successful planning and implementation of an online assessment solution. While beyond the scope of this paper, professional development for teachers and administrators, as well as technology training for IT staff, instructional technologists and others is also essential. When combined with a clear vision, committed leadership and stakeholder buy-in, these ingredients help ensure districts will be well prepared for test day — both now and in the future.

Endnotes

The following tips can help districts create a strong foundation for a well-integrated IT infrastructure. • Early stage: Look at budget and funding and build project design around them; plan for sustainability by budgeting for ongoing costs such as maintenance, repair and upgrades. • Mid stage: Create and maintain a comprehensive inventory of all technology assets and where they are in their life cycle; develop a system for tracking maintenance and other details. • Near completion: Continue to monitor the network, Web server and other health and performance indicators to ensure the network works as expected as new components are added or removed, and as the number of users and devices fluctuates.

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Conclusion

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Most school districts do not have the luxury of technology solutions that serve only one purpose. Investments in wireless technology, data centers, user devices, mobile device management

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Implementing Wireless Infrastructure for Common Core Testing in Schools, Xirrus, Inc., January 2014. www.xirrus.com/cdn/ pdf/Xirrus_CCSSinSchools_WP_v4_010714. PARCC, Technology Guidelines for PARCC Assessments, Version 4.2, May 2014, www.parcconline.org/sites/parcc/files/ Technology%20Guidelines%20for%20PARCC%20Assessments%20v%204_2%20May%202014_0.pdf Smarter Balanced Assessment Consortium, Technology Strategy Framework and Testing Device Requirements, August 2014, www.smarterbalanced.org/wordpress/wp-content/ uploads/2011/12/Executive_Summary_Tech_Framework.pdf Federal Communications Commission, FCC Modernizes E-Rate to Expand Robust Wi-Fi in Schools and Libraries, July 2014, www. fcc-modernizes-e-rate-expand-robust-wi-fi-schools-libraries Technology Guidelines for PARCC Assessments, Version 4, February 2014, http://parcconline.org/sites/parcc/files/Technology-Guidelines-for-PARCC-Assessments-v4-February-2014.pdf Center for Digital Education Online Assessment Readiness Survey, July 2013. Interactive Educational Systems Design, 2014 National Survey on Mobile Technology for K-12 Education, May 2014, www.teachthought.com/technology/ study-reality-mobile-technology-k-12/ Pearson, K-12 Student Mobile Device Survey, Grades 4 through 12, May 2014, www.pearsoned.com/wp-content/uploads/ Pearson-K12-Student-Mobile-Device-Survey-050914-PUBLICReport.pdf Ibid. Forrester, Market Overview: Value-Added Resellers, February 2014.

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The Center for Digital Education is a national research and advisory institute specializing in K-12 and higher education technology trends, policy and funding. The Center provides education and industry leaders with decision support and actionable insight to help effectively incorporate new technologies in the 21st century. www.centerdigitaled.com

Underwritten by:

Insight Education helps K-12 schools and districts meet the technology demands of today’s evolving classroom — from integrating devices to storing data and protecting student information. With cost-effective solutions and services, we provide educators with the newest technologies and the technology expertise needed to address all curriculum standards in a secure environment. We also offer the tools students need to engage with instruction and become college-and career-ready. Insight Education provides the following technology solutions focus and consultative services: INFRASTRUCTURE BANDWIDTH SERVICE DELIVERY DATA MANAGEMENT SECURITY MOBILITY Contact a specialist for a quote or information on these K-12 solutions. www.insight.com/us/en/ips/education/campaigns/intel-solutions-for-education/5-tech-priorities-for-online-assessments.html 1-800-INSIGHT

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