Results Matter Schools Close the Achievement Gaps by Transforming Teaching and Learning with Technol

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Results Matter!Schools Close the Achievement
Gaps by Transforming Teaching and Learning with
Technology

• Christine Fox
• Director of Professional Development
• SETDA
• Dr. Jeannie Gordon, Superintendent
• New Franklin, Missouri

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The Facts

• U.S. patent applications from Asian countries
  grew by 759 from 1989 to 2001. Patent
  applications from the U.S. during the same period
  grew at 116.
• Last year, Microsoft announced in a study it
  conducted on the American workforce that only 13
  of Americans are proficient in the knowledge and
  skills needed to search for, comprehend, and use
  information.
• In 2001 approximately 57 of all science
  engineering postdoctoral positions at U.S.
  universities were held by foreign born scholars.

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Partnership for 21st Century Skills
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• Video
• http//www.youtube.com/watch?v_A-ZVCjfWf8

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We Know What Works!

• IMPACT (North Carolina)
• eMINTS (Missouri, Utah, Maine)
• TIP (Texas)
• Maine Lap Top Initiative
• www.setdatapp.org

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North Carolina IMPACT Model

• Students in the high need schools with the IMPACT
  program have demonstrated that they are 33 more
  likely to improve one full grade level each year
  than the control/comparison schools.
• Student achievement is consistently higher in the
  IMPACT schools
• Teacher retention is 65 higher with this
  program.
• College-going rates in Greene County High School,
  with a modified IMPACT model, increased from 26
  to 84 in five years.

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Texas TIP

• The Technology Immersion Pilot (TIP), implemented
  in middle schools, demonstrated that discipline
  referrals went down by over ½ with the changes in
  teaching and learning
• In one school, 6th grade standardized math scores
  increased by 5, 7th grade by 42, and 8th grade
  by 24.

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Systemic Change

• Visionary leadership for systemic change using
  technology
• Ownership of the leaders vision among all
  stakeholders
• Rigorous curriculum, dynamic content, multiple
  resources, and relevant technology tools in all
  subject areas
• On-going and sustainable professional development
  for teachers and administrators
• On-going use of data to individualize instruction
  in all subjects

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What is eMINTS?

• Non-profit unit of the University of Missouri
  located in Columbia, MO USA
• Providing a range of professional learning
  programs for teachers, administrators, and others
  
• Partners University of Missouri, Missouri
  Department of Elementary and Secondary Education,
  Missouri Department of Higher Education
• Goal ensuring the most transformative uses of
  technology possible in education

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eMINTS Instructional Model
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eMINTS Use of Technology Whats Different?

• Typical
• Teacher-centered
• Drill electronic worksheets world-wide web
  worksheets
• Reward when the real work is finished
• Integrated learning systems

• eMINTS
• Student-centered
• Environment for complex thinking
• Collaboration with others around authentic tasks
• Transforms student work beyond what used to be
  possible

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A Teachers Perspective

• Diving into topics and stretching their students
  thinking
• I am facilitating the learning, turning theories
  into best practices
• Technology is available and utilized in
  transforming ways
• A place where children love to learn
• Smiles, laughter, and a buzzing of excitement
  fills the room everyday

This is Life in an eMINTS Classroom! Lori Mathys
4th grade eMINTS teacher in St. Louis (8 year
veteran)
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Classroom Equipmenthttp//www.emints.org/equipmen
t/fy05/

• Teacher Laptop with MS Office, Publisher,
  Inspiration, Internet, Macromedia Studio MX
  (August)
• Printer (August/September)
• Interwrite School Pads (September)
• Digital Camera (November)
• Scanner (December)
• Ceiling Mounted Projector (December)
• Student Desktop Computers with MS Office,
  Publisher, Inspiration, Internet (December)

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Joyce Showers (2002, 1995)
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Sustainable Professional Development

• Comprehensive eMINTS Training
• 100 hours 4 sub days in Year 1
• 75 hours 2 sub days in Year 2
• 10 to 12 classroom visits each year
• Professional learning and classroom visits
  delivered by eMINTS staff members OR by local
  staff member enrolled in or completed eMINTS
  train-the-trainer program
• eMINTS 4 ALL
• 50 hours -Year 1
• 40 hours - Year 2
• 8-10 classroom visits each year
• PD4ETS
• 2 Year Train the Trainer Program

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Why? So What?

• Five years of extensive data collection and
  analyses show statistically significant
  differences for 8 and 9 year old students in
  eMINTS classrooms when compared to students not
  enrolled in eMINTS classrooms on the Missouri
  state tests of Communication Arts and Mathematics
  tests

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Higher levels of performance for students in
subgroups low income and special education
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Performance of Subgroups

• Low-income and special education students in
  eMINTS classes generally score higher than their
  non-eMINTS peersEnrollment in an eMINTS
  classroom
• reduces the deficit for low-income students by
  about 46
• reduces the overall difference for special
  education students by 53

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Other State Replication

• eMINTS4Utah Program (includes students grades
  3-8)
• Utah state test results show students enrolled in
  eMINTS classrooms scored higher than students
  enrolled in non-eMINTS classrooms in
  communication arts, mathematics and science
• 2005 Utah state test results show eMINTS4Utah is
  significantly closing the achievement gap among
  low income students

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UTAH Results

• FOURTH GRADE - Language Arts
• (statewide 75.7 pass rate)
• eMINTS - 58.8
• non-eMINTS - 49.7
• FOURTH GRADE - Mathematics
• (statewide 73.6 pass rate)
• eMINTS - 57.2
• non-eMINTS - 43.3
• FOURTH GRADE - Science
• (statewide 61.8 pass rate)
• eMINTS - 38.9
• non-eMINTS 26.6

FIFTH GRADE - Language Arts (statewide 76.0
pass rate) eMINTS - 59.5 non-eMINTS - 44.1
FIFTH GRADE - Mathematics (statewide 72.4
pass rate) eMINTS - 53.2 non-eMINTS -
31.3 FIFTH GRADE - Science (statewide
61.1 pass rate) eMINTS - 41.8 non-eMINTS
15.6
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Other Benefits

• Teachers report
• Fewer discipline incidents for students of all
  age levels
• Better performance by students with disabilities
  in daily class work
• More creativity from all students
• Better performance by gifted and talented
  students particularly in interpersonal skills
  and teamwork

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How is it funded?

• US schools generally use funds from grants
  provided by the state or federal government
• Some schools levy special taxes on their
  communities to pay for equipment and professional
  learning expenses
• A few have enough local funding to support the
  program

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Video

• eMINTS Video
• Created by eMINTS Students
• In New Franklin, MO

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For more information

• www.emints.orgwww.setda.orgwww.setdatapp.org
• National Trends Report Pamphlet
• SETDA, ISTE, P21 Maximizing the Impact Report