Preliminary Data and Making Connections

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Preliminary Data and Making Connections
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Iowa Professional Development Model

• John OConnell
• Iowa Department of Education

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Iowa Professional Development Model Student
Learning - The Center of School Improvement and
Staff Development
Operating Principles Focus on Curriculum,
Instruction and Assessment Participative
Decision Making (School District)
Leadership Simultaneity
http//www.state.ia.us/educate/ecese/tqt/tc/pdmtm/
state.html
 
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Keystone Math
Northwest Reading
Cedar Run Reading
Perry Reading
Mississippi Bend Math
Heartland Math
Loess Hills Math
Des Moines Reading
Davenport Reading
Council Bluffs Math
Southern Prairie Math
Green Valley Reading
Great River Reading
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Research Questions

• Does professional development influence student
  achievement scores in mathematics and English?
• Can we scale-up the use of technology to deliver
  and implement professional development?
• Does teacher use of technology impact students
  AYP gains in achievement?

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Mathematics4th Grade - Control versus Treatment
Group
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Mathematics8th Grade (n1700)
R2 .56
0.11
Professional Training
0.46
Frequency
-0.01
-0.08
2004 Math Scores
-0.05
0.06
0.74
Duration
Use of Technology
0.31
2003 Math Scores
0.02
Note Standardized Coefficients with a are
significant at the .10 level Many of
the coefficients are not significant due to small
sample size.
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Classroom Observation Effectiveness of
Remote-Site Observational Methods

• 86 Inter-rater reliability
• Advantages of remote site observation
• Reduction in travel time/costs
• Increase in number of observations per day
• Disadvantages
• Camera placement (e.g. out of view)
• No opportunity to interact with students
• URL http//perl.educ.iastate.edu/resources-projec
  ts.htm

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Texas Immersion Pilot

• Richard Powell
• Texas Education Agency

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TEXAS

• Conducting the Technology Immersion Pilot Project
  (TxTIP)
• Conducting the Evaluation of the Technology
  Immersion Pilot Project (ETxTIP)

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TxTIP Technology Immersion Model
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TxTIP Immersion Occurring on Four Campus
Configurations

• Grade 6-8 Middle Schools (22 campuses)
• Whole District (1 district, 3 campuses)
• Vertical Team (1 district, 3 campuses)
• Single Secondary Campus (1 middle school)

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ETxTIP Evaluation Occurring on 44 Middle School
Campuses

• 44 participating campuses
• 22 experimental (immersed) campuses
• 22 control campuses (busn. as usual)

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ETxTIP Research Design

• Quasi-experimental design involving assignment of
  schools to Experimental and Control groups
• Schools matched on various factors
• Size
• Student demographics
• Location
• Student achievement

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ETxTIP Early Findings

• Increased parent involvement
• Improved student attendance
• Increased collaboration among staff, students,
  and parents
• Increased community support
• Increased engagement and enthusiasm
• Fewer discipline problems
• District self reports, Spring 2005

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MORE INFO

• TxTIP - www.txtip.info
• ETxTIP - www.etxtip.info

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PA eSPARC

• Brian Kleiner
• WESTAT

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Household Survey General

• 43 reported NOT having a working computer in
  the home
• Of that percentage,
• Three-quarters said they didnt have one because
  it is too expensive
• Over half said their 4th grader used computers
  outside of school
• 57 reported having a working computer in the
  home
• Of that percentage, over three-quarters had
  Internet access

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Student Survey Both Groups
In the last month, how often did you use any
computer outside of your classroom to.?
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Student Survey Both Groups
For each of the following things that you can do
with computers, please say if you can do it all
by yourself or whether you have never done it
before. some response categories omitted
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Student Survey Both Groups
In the last month, how often did you use any
computer for doing.?
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(treatment group only)
Student Survey Findings

• During the last school week, that is Monday
  through Friday, how many days did you use your
  eSPARC computer?

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Parent Survey Findings
For these next questions, please tell me if the
eSPARC computer has had a positive effect, a
negative effect, or has not had any effect. How
about
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Discussion Questions

• What data did you find the most compelling?
• Identify 3 things that you can do to maximize the
  impact of this data depending on your role in
  your state, district, school, or organization.