Educational Support Center Regional Meetings October 2006

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(No Transcript)
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Educational Support Center Regional Meetings
October 2006
http//www.indiana-etc.org
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The Situation

• Thomas Friedman, The World is Flat, warns there
  is no turning back
  
• A quiet revolution is taking place
• For America to compete, we need sharper focus on
  developing work force with 21st Century skills
  
• Developing student intellect
• Researching how people learn best
• Using technology to bring real-world experiences
  to learning
  

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Disappointing Statistics

• Good news, bad news 4th graders are competitive
  in math and science, 8th and 11th grade students
  are not
  
• 34 of doctoral degrees in natural sciences and
  56 of engineering PhDs are earned by
  foreign-born students
  
• One-third of U.S. students do not graduate high
  school.
  
• 47 of dropouts said classes werent interesting
• 70 of dropouts said they were not motivated or
  inspired
  

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Disappointing Statistics (cont.)

• 81 of dropouts said there should be more
  opportunities for real world learning
  
• One-fourth of first-year college students fail to
  return for a sophomore year
  
• 84 of U.S. employers report K-12 schools not
  preparing students for the workplace
  

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Students are Different

• Todays world for students
• Use digital media up to 6 hours per day
• Spend less time viewing television and more time
  interacting through computers and the Internet
  
• Bombarded with visual messages from the media

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The World is Different, Students are Different

• How different are our schools?
• Despite some promising efforts, vast majority of
  classrooms have changed little

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Proposed PlanVision 2013-2014

• Students in Indianas K-12 schools, under the
  guidance of excellent teachers, will engage in
  self-directed, lifelong Digital-Age learning, as
  individuals, in learning communities, and with
  their families, as they strive for rigorous
  academic excellence in todays high tech, global
  society.

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Reasons to Use Technology in the Classroom

• To increase academic achievement through
  research-based uses of software and technology
  tools
  
• To more fully engage students in academic studies
  by increasing relevance, rigor and relationships
  thus decreasing dropout rates
  
• To ensure students are proficient and literate
  with technology, science and mathematics so as to
  compete in the high-tech global world of today

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Reason 1 Academic Achievement
http//www.ncrel.org/engauge/framewk/efp/environ/e
fpenvsu.htm
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Cognitive Tutor Algebra

• Full course - software, books, other materials
• 3 days cooperative problem solving
• 2 days individual skill building
• Long-term gains sustained

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2003 Moore Schools (OK) Study
1
2
3
5
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Results on ETS exam by Teacher (Tradition vs
Cognitive Tutor)
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Reason 2 Relevancy and Engagement
http//wise.berkeley.edu
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Reason 3 Readiness for a global high-tech World
Problem solving Critical thinking Media Literacy
Self-direction eCommunication Teaming Cultura
l/Global Awareness

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Technology in Schools A Range of Use
High Order Thinking
Problem Solving w/ Data Sets, Probes, etc.
Simulations
Real-World
Online Courses
Complexity
Authenticity
Integrated Learning System
Drill Practice
Artificial
Basic Skills
Instruction
Didactic
Constructivist
Coaching
http//www.metiri.com/Solutions/RangeOfUse.htm
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The Hoosier Solution

• Indianas Educational Technology Council (ETC)
  proposes our own quiet revolution
  
• Developed Digital-Age Learning Plan
• based on extensive research
• Grounded in visits to award-winning schools in
  Georgia and California
  
• Collective knowledge of the Councils experiences
  with technology implementation
  

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A Roadmap to the Future
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Goals to Advance the Vision

• Will reach proficiency with 21st Century skills
  in all grade levels
  
• Learn through authentic, rigorous academic
  studies using contemporary technologies
  
• Will graduate with skills necessary to succeed
  in whatever endeavors they pursue

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Strategies for Advancing the Vision

• Strategic Planning for Digital Age Learning
• Threshold Grants Student Centered
  Learning
  
• Transformational Grants Engaging Students in
  Digital-Age learning
  
• State Leadership and Support Structures
• A Shared Responsibility

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The Importance of Leadership

• Visits to schools in Georgia and California
  revealed the importance of strong leadership for
  technology
  
• Dissonance
• Curriculum designed for industrial age vs digital
  world
  
• Low-tech life in school vs. high tech, highly
  engaging, interactive life outside of school
  
• Will require a redesign of curriculum,
  instruction and assessment
  

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1. Strategic Planning for Digital-Age Learning

• Awareness and strategy sessions
• 3 Part series for cohort groups of
  superintendents, community leaders school
  planning teams
  
• Promote discussion among educators, business and
  industry representatives, families and community
  groups
  
• Understanding and urgency of 21st Century skills
  needed
  
• How to move from policy to classroom practice
• Develop a common vision, knowledge base,
  vocabulary and set of resources

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(1 contd) Strategic Planning

• 5K planning grants made available
• Suggest plans be supportive of P.L. 221

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2. Threshold GrantsStudent-Centered Learning

• Available to all school corporations that meet
  criteria
  
• Fund a systemic approach to re-engineering school
  corporations, schools, and classrooms
  
• Building teacher readiness to use technology
• of funding matched by the district.

2008-09 2009-10 2010-11
2011-12 20012-13
High Schools
Middle Schools
Grades 3-5
Grades PreK-2
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Threshold Grants5 Elements to Systemic Change

• Teacher Tools
• Building the Capacity of Educators to Use
  Technology Effectively
  
• Instructional Technology Coaches
• Digital Content
• Learning Environment

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Threshold Grants5 Elements to Systemic Change

• Teacher Tools
• Laptop or Other Technology Tools for Every
  Teacher and Principal (Phased)
  
• Professional Tools for Professionals
• 24/7 Access to Tools and Professional Resources
• Refreshed every 4-5 years
• Professional DevelopmentBuilding the Capacity
  of Educators to Use Technology Effectively
  
• Emphasis on 21st Century Skills
• Developed through State Support
• Hybrid Face-to-Face and online
• Basic to advanced integration into curricula,
  plus data driven decision-making
  

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Threshold Grants5 Elements to Systemic Change

• Instructional Technology Coaches
• One Coach per 25 to 65 teachers (phased)
• Cost shared (50 state/50 district)
• Continuous, statewide training of cohorts of
  coaches
  
• Serve teachers in customizing professional
  development to meet unique needs
  
• Transform culture of learning
• Build cohorts of teachers
• Create professional learning communities

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Threshold Grants5 Elements to Systemic Change

• Digital Content
• 5/ADM (district) - no match required
• Learning Environment
• 150 ADM in targeted grades (50 state/50 local
  match)
  
• Systemic change across grade bands and within
  academic areas
  
• Supported by leadership

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The Impact on One School Corporation

• Grantsville School Corporation medium sized
  school district approximate 300 students per
  grade level3,700 students in K-12 mid-range
  in terms of SES

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The Impact on One School Corporation- 2008-2010
Focus on High Schools
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Year 2010-2011 Middle School Focus
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2011-2013 Focus on Elementary Schools
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3. Transformational Grants Engaging Students in
Digital-Age Learning

• Awarded competitively to K-12 schools
• 3-year Award of up to 500 ADM total
• Gives pioneering districts a fast start
• Will advance new 21st Century innovations with
  K-12 students
  
• Available to all schools that meet criteria
• Include a mandated research component
• Grants dont require a match from the district

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4. State Leadership and Support Structures

• State will provide Policy structure,
  Infrastructure, Guidelines Economies of Scale
  
  
• Leadership of Summits, Strategic Planning,
  Professional Development, and Research and
  Development
  
• DOE will lead initiatives on Data Systems
  (Data Warehouse/SIS) Infrastructure/Networks
  (Partnerships for Broadband, Economy
  of Scale for Community Networks) Virtual
  Learning and a Learning Portal Licensure,
  Professional Development, and Certification
  Evidence-based Technology Solutions Evaluation
  and Research

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5. A Shared Responsibility

• Partnerships are key Local school corporations
  State legislature Governors Office DOE
  Educational Service Centers Higher education
  institutions
• Business and Industry
• Students, their families and communities

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Proposed Budget
Note Figure does not include local investments.
The ETC recommends annual renewal of the budget
in subsequent years beyond the term of this plan,
based on adequate progress evidenced in annual
evaluations.
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Questions?
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What Happens if Indiana Doesnt Invest?

• To do nothing is to fall further below. To invest
  at the level requested in this plan is to join
  the new breed of breakaway states states
  positioned to get some movement on the needle
  in positioning Indianas communities to succeed
  and prosper in this high tech, knowledge society
  

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The Investment A One Percent Solution

• Annual budget of 30 to 80 million
• Results include increased engagement
  improved academic achievement fewer dropouts
  
• Results lead to a five-fold return on investment
  
  
• Metrics needed for tracking and reporting progress

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What Happens if Indiana Doesnt Invest?

• 2005 TechPoint report Against 23 metrics,
  Indiana improved on 9 and made no progress or
  fell behind on the remaining 14 Indiana
  slipped in national rankings
• Challenge is competing with technology leading
  states AND break away states and with
  countries around the world
  
• Indiana must double and triple its efforts

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Indianas Return on Investment

• Increased academic achievement and attainment of
  21st Century skills
  
• Increased economic viability and competitiveness
  in todays knowledge economy
  
• The cost 30 million start-up expense in Year
  1 approximately 80 million annually the
  long-term return on that investment is a positive
  sum game

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Return on Investment (cont.)

• If just 1 of the 27,366 students expected to
  dropout each year actually graduated, the present
  value of increased earnings would translate into
  321,364 per student, or 88 million annually for
  the 274 students more than the annual cost for
  this plan

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Questions?
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Coming Soon Surveys

• Survey All
• School Corporations
• Survey Sample
• Teachers
• Principals

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http//www.indiana-etc.org
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Budget

• The proposed state budget is approximately
  419.34 million over the six-year period of the
  plan, with an additional 93.9 million in
  matching local funds for the Threshold Grants. As
  outlined in Strategy 5, the state funds will
  leverage the local school corporations
  investments in educational technology.

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Evaluation, Research and Annual Course Corrections

• The purpose of the evaluation is threefold
• To investigate and report on the progress the
  state is (or is not) making in reaching the
  vision and goals
  
• To provide a descriptive and historical report
  that documents the implementation of the plan
  
• To provide recommendations for policy actions or
  course corrections based on formative data sets

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Evaluation Structure

• The evaluation will be structured as follows
• For each of the five strategies, the IDOE will
  develop milestones, benchmarks, work plans and
  budgets. An evaluator will assess the
  implementation of each work plan related to
  deliverables, milestones, timeliness and quality
  of implementation.
• For each of the following goals, metrics will be
  established, measurement instruments selected,
  data collected and analyzed, and reports
  developed.
• Much of the data for the first few years will be
  collected through the local evaluators required
  for each grant program.

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Logic Model

• The following logic model has been developed as a
  tool for the evaluation team. That team might
  include IDOE evaluators, external evaluators from
  the universities, local evaluators and contracted
  consultants.