1. Evaluating a K-12 Technology Integration program: IMPACTing Students and Teachers 1:1 Leadership Institute – July 10, 2009 Dr. Melinda Mollette, Latricia Townsend, Kim Cohen Jessica Huff, and Megan Townsend

2. Why Implement the IMPACT Model? effective school library media and instructional technology programs support both effective teaching and learning “Technology is generally not a direct cause of change but rather a facilitator or amplifier of various educational practices” - Lesgold, 2003 School library media and instructional technology programs are key to making education relevant. Lesgold, A. (2003). Detecting technology’s effects in complex school environments. In Evaluating Educational Technology: Effective Research Designs for Improving Learning (Means, B., and Haertel, G., Eds.). New York: Teachers College Press.

3. IMPACT Information Supported by the North Carolina Department of Public Instruction through a U.S. Department of Education grant under the Elementary and Secondary Education Act, Enhancing Education Through Technology (EETT) Competitive Grant Schools responded to an RFP to receive funding Complete evaluation findings will be given to the North Carolina Department of Public Instruction in September 2009

4. IMPACT School Locations in NC

5. IMPACT Cohorts IMPACT I-2003-2006 8 Elementary/2 Middle Schools One School perLEA IMPACT II-2007-2009 FiveMiddle Schools One School perLEA IMPACTing Leadership-2006-2008 Quarterly Prof’l Development Workshops – 3 days each (2006/07) Follow-up support – 2007/08 Funding distributed July 2008 IMPACT III-2008-2009 IMPACTing Leadership schools that locally fundeda media specialist and a technology facilitator District-wide initiative – gr. K-12 in two of the three LEA’s IMPACT IV-2008-2009 Weeklong summer professional development workshop for school-level MTAC members Central office personnel attended IMPACT Academy District-wide initiative at upper grade levels (only gr. 3-12) in four LEA’s

7. Asheboro City (6-12) & Kannapolis City (5-12)

8. Perquimans/Edenton-Chowan (3-12)

11. Supportive Leadership

12. Technology Integration

13. Flexible Access to resources

14. Professional development

15. Variety of Resources/equipment

16. Personnel (Tech Facilitator/Media Coordinator)

18. Co-teaching/collaborative planning

19. Increased student achievement

20. Flexible scheduling

21. Technology in the hands of students

22. Teacher retention (reduce turnover)

24. Co-teaching

25. Increased student achievement

26. Technology in the hands of students

27. Teacher retention

29. Supportive Leadership

30. Technology Integration

31. Flexible Access

32. PD

33. Resources

34. Personnel

35. Formative Evaluation?

36. Results from IMPACT III/IV Teacher surveys – % of teachers using technology to differentiate instruction increased from 58.1% to 73.6% during this past school yr. % of tchrs using technology-enhanced learner centered strategies increased from 50.9% to 65.4% this yr. (STNA) 85% of teachers in IMPACT schools feel their principal is frequently/always committed to providing teachers with opportunities to improve instruction (SAI – April ‘09) 89% of teachers report they frequently/always have opportunities to learn how to use technology to enhance instruction (SAI-April ‘09) 53% of teachers report they frequently/always set aside time to collaborate about what they learned from their PD experiences (SAI – April ‘09)

37. IMPACT III/IV focus groups Having a full-time instructional technology facilitator on staff at each school was a crucial factor enabling teachers to access (and use) a broad array of instructional strategies and resources. Training needs to accommodate a variety of skill levels, from beginners, to more advanced users. Essentially, provide “differentiated instruction” for the teachers, as well as the students Implementing the IMPACT Model district-wide provided reinforcement, enthusiasm and support from central office as well as parents and the community.

38. IMPACT III/IV High Schools Interactive whiteboards most prevalent piece of equipment. Elementary teachers were more likely to allow students to use the boards, for example by playing “games”,highlight or drag/drop items on the screen, whereas high school teachers were more likely to use it to present information, either by streaming video or projecting text. Of the students surveyed in grades 6-12, 80% felt the use of technology made learning easier and more interesting. 90% of students in grades 6-12 reported having a computer at home, though it is unknown what percentage of them also had internet access at home. students were asked to rate the amount of change (on a scale of 1-No change to 10-Substantial change) from last year to this year in terms of the variety of lessons and assignments used by their teachers; student ratings (in gr 6-12) averaged 6.45 (N=6806).

39. Results from IMPACT I Passing or not passing N. Carolina End of grade tests in Math Odds that IMPACT students would change from non-passing to passing status years 00-02 were 42% higher than comparison grp Odds that IMPACT students would pass in 2006 was 24% higher than students in comparison schools Passing or not passing North Carolina end of grade tests in reading Odds IMPACT students improving from non-passing to passing status Year 00-03 55% higher Odds IMPACT students improving from non-passing to passing Year 01-03 43% higher

40. A Few Lessons Learned Change can be hard and slow Collaborative planning seems to be one of the biggest challenges at the high school level Flexible access to media/technology resources is a challenge primarily at the elementary level Evaluation should follow schools for more than 3 years Supportive leadership is critical, as is teacher buy-in Needs assessment, and continuous data driven decision-making critical from planning stage onward Anticipate roadblocks by communicating with previous IMPACT schools

41. Lessons Learned A Core Classroom is Essential. Teacher computer Data projector Interactive whiteboard Printer Document camera IT cannot fix broken teachers or schools.

43. 8 Elementary and 2 Middle Schools

48. coordinator and tech facilitator during 2007-2008

50. Central office personnel attended IMPACT Academy

51. Year long model implementation

52. Widespread district participation (Asheboro City; Kannapolis City, Thomasville City; Perquimans/Edenton-Chowan)