(NASIS) Requirements Definition Document - Bureau of Indian ...

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NASIS Requirements Definition Document (RDD) Version 1.0 17 February 2006 The Director, OIEP is responsible for management and operation of the organization. Reporting to the Director are Education Line Officers (ELOs) who are in turn responsible for overseeing a subset of the schools. The main offices of the OIEP are located in Washington, DC and Albuquerque, New Mexico. Below the main office are the Education Line Offices (ELOs), each of which is managed by an Education Line Officer. The number of ELOs is expected to be reduced and a new management level added between the ELOs and the Director, OIEP in FY06. 1.3 Concept of Operations NASIS is to be a centralized system (see Figure 1) for supporting teachers, other school staff, students, parents, and Central Office staff. NASIS will provide the statistical reports needed for the various funding programs, provide reports required by Federal and State education agencies, and provide the source data to analyze student performance (along with the tools needed to perform the analysis). Student OIEP Teache Dept of Ed Administrator NASIS ELOs Student Parents Figure 1: NASIS OIEP is different from many other education jurisdictions in that OIEP operates in 23 states and is required by statute to report regarding those schools to State and Federal education agencies. This is the foremost requirement to be satisfied by NASIS. This requirement and related requirements are performed in NASIS by Central Office staff using NASIS Reporting and Analysis Services. NASIS will allow OIEP to store, access, and analyze data to reformulate academic and residential strategies, align curriculum to standards, analyze standardized test trends in student performance to identify weakness and success, and create new visions and ideas to increase academic performance, track progress toward Annual Yearly Progress (AYP); and the related state tests and benchmark data. NASIS will allow access to student achievement information, making 2
NASIS Requirements Definition Document (RDD) Version 1.0 17 February 2006 possible the distillation of data into reports at school, Education Line Office, Regional Director, OIEP Central Office, and state levels. ELOs will be able to run reports covering their jurisdictions and OIEP will run bureau-wide aggregate reports as well as all other reports. The other primary NASIS requirement, although secondary to the above reporting and analysis requirement, is the delivery of NASIS Student and School Services. Student and School Services are similar to those that would be anticipated in most schools systems. NASIS will provide schools with as complete a feature set as possible to support and satisfy day to day and planning needs. This would include data input, collection, and reporting for a variety of functions such as, but not limited to, scheduling, attendance, grade reporting, behavior tracking, test and assessment histories, program enrollments, and other areas of need. There are some OIEP-unique requirements related to, for example, transportation and residential/dormitory operations. To reduce overall life cycle costs and simplify system support, and to take advantage of proven technology, NASIS is envisioned as a centralized, Web-based system. Other implementations are possible if they can be shown to be superior. 1.4 Use Cases The table below summarizes how NASIS is to be employed by the primary types of users. USER Central Office Analysts and Planners Use In certain aspects, OIEP is different from schools and school systems across the country. These differences may have significant impact on the manner that an off the shelf School Information System must be modified in order to meet the unique needs of the BIA and the BIA funded schools. The BIA for this project operates as single system, but at the same time each of its schools is run more or less autonomously, with their own curriculums, and their own local policies and procedures. It is critical that the system provide a means for the BIA to gather data consistently and at the same time allow schools sufficient flexibility to meet their own very different needs. For the purposes of this project, it is important to understand that the Bureau of Indian Affairs is similar to a State Education Agency in its reporting requirements. Schools funded by the Bureau of Indian Affairs must report to the BIA data using data definers that are commonly reported by all schools in the system. For example Bureau schools must report to the BIA information on a student’s tribal membership, and in a few cases where a student is not a tribal member their status as non-Indian. However, because BIA schools in some cases may receive funding or receive accreditation from the states where they are located, they must also report to the states. In most cases a state is not interested in tribal membership but require schools to report on a student’s ethnicity using that states ethnicity codes. Not all states use the same ethnicity codes, or definers of ethnicity. The NASIS system must both maintain the tribal membership fields and at the same time allow locally or state defined fields for ethnicity codes. This is needed so that the BIA can gather data in a consistent manner and allows the schools the ability to meet state requirements Another difference is that the BIA funds several different types of schools and 3
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