SETDA Technical Assistance Partnership Program TAPP

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SETDA Technical Assistance Partnership Program
(TAPP)

• Progress, Challenges, and Data with the USDOE
  ESETP Grants

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National Trends Report EETT Year 2 in Review

• Mary Ann Wolf
• SETDA

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EETT Supports NCLB

• The technology funding from the No Child Left
  Behind, Title II D program directly supports NCLB
  goals in three distinct ways
• Closing the achievement gap by providing access
  of software, online resources, and virtual
  learning aligned to academic standards for
  instruction and learning.
• Supporting the development of highly qualified
  teachers by providing online courses, communities
  of practice, and virtual communication that
  ensure flexibility and access.
• Enhancing data systems to ensure that educators
  can utilize real-time data to inform sound
  instructional decisions and ensure meet AYP.

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Key Findings

• The program has seen a tremendous increase in the
  number of states (78) that are using these
  technology funds for assessment, outreach to
  parents, and data-driven decision-making.
• 74 of states focused on reading or writing, and
  38 focused on mathematics.
• 12 (or 25 of) states do not receive any state
  technology funding.
• 147,000,000 of grant funds was dedicated to
  professional development during Round 2 of the
  NCLB II D

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SETDA TAPP

• 9 of 10 ESETP Grantees Participate for Networking
  and Dissemination
• Virtual Roundtables
• Presentations
• www.setdatapp.org

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Implementation - Program and Methodology

• Saul Rockman, WV EDPACE
• Mark Hoffman, PA Department of Education
• Dale Mann, WV EETT

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ED PACE Educational Development for Planning
and Conducting Evaluations Saul
RockmanRockman, Et. Al.
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Goals

• Provide empirical data on student achievement in
  virtual foreign language courses
• Develop a framework for scientifically-based
  research that can be used at the local, state,
  and national level to measure the impact of
  technology-enhanced programs on student
  achievement

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Summative Research Model

• Research Question
• Does participation in program lead to student
  achievement gains?
• Method
• Quasi-experimental design

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Outcome Measures

• Individual Achievement data from WVEIS
• A state standardized test
• WESTEST (2004-2006)
• SAT9 (2001-2003)
• A rubric-scored writing assessment
• 7th and 10th grade only
• UNIACT Interest Inventory
• ACT Explore (8th)
• ACT Plan (10th)
• Spanish I Assessment developed by the project

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Development of Spanish I Assessment

• Based on NAEP Foreign Language specifications
• Assessment of 3 modes of communication
  Interpersonal
• Interpretive
• Presentational
• Student Oral Proficiency Assessment (SOPA)
• Background Questionnaire and Self Assessment

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Summative Findings

• Standardized Test Measures (Non-Spanish)
• Virtual Spanish students tended to achieve
  similarly to face-to-face students
• Virtual Spanish students tended to achieve higher
  than those with no foreign language instruction
• Spanish Assessment
• Test performed very well
• Results Overall, VS students performed similarly
  to face-to-face students. (Some differences on
  sub-tests)

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Pennsylvania eSPARC

• Mark Hoffman
• PA Department of Education

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Evaluation of Student and Parent Access through
Recycled Computers
PA Department of Education
Carbon Lehigh Intermediate Unit 21
Westat Research
In Cooperation with
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USDOE State Evaluation Grants

• PA awarded 1.8 million to study the impact of
  home access to a computer and the Internet on
• student performance/engagement
• parental involvement
• Random AssignmentEvaluation

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eSPARC District Partners

• Allentown (86 households)
• Bethlehem (54 households)
• Harrisburg (106 households)
• York (109 households)

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What do participants get?

• Dell Pentium II / III computer
• Internet access (AOL)
• Deskjet printer
• Microsoft Office, others
• Computer training
• Technical support
• Access to resources

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Computer Rollout

• Mandatory training
• 2-hour Internet Safety
• 5-hour Get to know your computer
• School-based
• District teachers serving as trainers

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Challenges / Lessons Learned

• Support Services
• Technical support
• Training sessions
• Time
• To recruit participating districts and families
• To achieve partner district buy-in
• To create training models/curriculum
• To effectively prepare and roll out machines
• To offer support services

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WV EETT

• Dale Mann
• Interactive, Inc.

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Using Technology to Study Technology Evaluating
West Virginias Model School Project Enhancing
Education Through Technology
Brenda Williams West Virginia Dept of Education

• Dale Mann, Ph.D.
• Interactive, Inc.

Wednesday, March 23, 2005
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Four Policy/Research Questions

• Professional Development Does on-site,
  classroom professional development work (the TIS
  strategy) and how do we know?
• Technology Integration into Classroom
  Instruction How much change in the classroom use
  of computers will there be?
• Student achievement Are there associated
  changes?
• Turnkey Training and Continuing Effects After
  the TIS specialists are done (June 2005), what
  will happen? Will teachers continue to use
  technology (2005-06)?

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Conventional Wisdom aboutInstructional
Technology and Professional Development

• WHAT DO WE KNOW ABOUT
• 1. How much technology is being used?
• 2. What is technology being used for?
• 3. When we do professional development, does it
  work?
• 4. If it works, how long does the impact last?
  (turnkey training)

• TYPICALLY, HOW DO WE KNOW ABOUT THAT?1. Stand in
  the back, peek through the windows?2. Smile
  checks (teacher self-reports)?3. Purchase
  orders?4. Workshop counts?

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USING TECHNOLOGY TO MEASURE TECHNOLOGY

• Meters in desktops
• Software runs in the background 24/7
• Records file activity only
• Installed on classroom computers only
• Data e-mailed directly to Interactive, Inc.
• ZERO burden on teachers

• Pagers on teachers web surveys
• Free pager rings 90 times over 180 day school
  year
• When pager rings, or as soon as convenient,
  teacher and one randomly selected student take
  short web-survey
• Pages are randomly scheduled during alternate
  weeks (not more than 5 per week)

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Logistics

• 18 Technology Integration Specialists (14
  counties)
• 28 TIS schools 25 blue team schools
• 124 TIS-school teachers 103 blue team teachers
• 341 TrueActive software licenses
• 118 Rampage phone pagers
• Field and return 227 QREs
• Install TrueActive software
• Distribute and test pagers
• Insure return of weekly activity logs by TISs

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Policy Topics

• Classroom integration of technology
• Intensive, onsite professional development
• Impact on teachers repertoire
• Impact on students learning
• Impact on student achievement
• Duration of train-the-trainer effects

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• Interactive, Inc.61 Green Street
• Huntington, New York 11743phone 631 351
  1190fax [phone]
• e interinc_at_aol.com (or)
• dmann_at_interactiveinc.org

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Roundtable Discussion Questions

• What type of research is your state, district,
  school, or organization conducting?
• What challenges do you see in trying to implement
  research like you heard about today?
• What are some things you can take from the
  lessons learned to ensure that you can conduct
  research effectively?