Washington Advocacy Summit

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Washington Advocacy Summit
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• A Vision of K-12 Students

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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.
• From 1994 to 2001, graduate science and
  engineering enrollment in the U.S. declined by 10
  for U.S. citizens, but increased by 25 for
  foreign born students.
• In 2001 approximately 57 of all science
  engineering postdoctoral positions at U.S.
  universities were held by foreign born scholars.

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The Irony

• President Bush highlights focus on Americas
  Competitiveness
• Administration outlines need for STEM education
• Presidents Proposed Budget eliminates the only
  federal funding dedicated to educational
  technology, noting that the job is done and
  other funding is available
• Is this the case in the schools in your state?

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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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Maine MLTI

• Prior to MLTI (2000), 29.1 of 8th grade students
  met the State's writing proficiency standard. In
  2005, after the 4 full years of implementation of
  the MLTI, 41.4 of 8th graders met the State's
  writing proficiency standard. (pg 7, Silvernail
  Gritter).
• Among students that did not use technology in the
  writing process, only 21 met the writing
  proficiency standard as compared to 43.7 of 8th
  grade students who did use technology in the
  writing process.

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eMINTS (MO, UT, ME)

• In classrooms in the same school (one with eMINTS
  and one without), the student achievement of
  students in the eMINTS classroom was repeatedly
  over 10 higher than the control classroom.
• Again and again, student achievement is higher
  and the achievement gap closes in eMINTS
  classrooms.

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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 does ATTAIN stand for?
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Achievement Through Technology And INnovation
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Purpose

• To ensure that through technology every student
  has access to individualized, rigorous, and
  relevant learning to meet the goals of NCLB and
  to prepare all students and America for the 21st
  Century.
• To increase on-going, meaningful professional
  development around technology that leads to
  changes in teaching and curriculum, and which
  improves student achievement, including but not
  limited to core academic subjects, and student
  technology literacy.
• To evaluate, build upon and increase the use of
  research-based and innovative systemic school
  reforms that center on the use of technology and
  lead to school improvement and increase student
  achievement.

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Status

• Introduced as H.R.2449 in the House by
  co-sponsors
• Rep. Roybal-Allard (D-CA)
• Rep. Hinojosa (D-TX)
• Rep. Biggert (R-IL)
• Rep. Kind (D-WI)
• Introduced in the Senate as S.1996 by
  co-sponsors
• Sen. Bingaman (D-NM)
• Sen. Burr (R-NC)
• Sen. Murray (D-WA)

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Research-based and Innovative Systemic Models

• Alignment with state/district goals and plans
• On-going and sustainable professional development
• Demonstrable engagement of leaders and educators
• Development of 21st Century skills and technology
  literacy
• On-going use of data to drive individualized
  instruction
• Reform of curriculum, instruction, assessment,
  use of data, or other practices through
  technology
• Evaluation of grant

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Professional Development

• Shall be on-going, sustainable, timely,
  contextual and coordinated with other improvement
  efforts
• Shall include training in strategies and pedagogy
  in the core curriculum areas
• Shall include teachers, administrators and other
  educators in using technology for data analysis,
  individualized instruction, technology literacy
  and 21Century skills
• Shall include on-going communication with
  instructors or facilitators, as well as peers
• May include technology instructional
  specialists/coaches to work directly with
  teachers
• May include the use of distance learning

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Why This Is Important for You

• We do know what works, and the programs are
  replicable.
• We can share scientifically-based research with
  legislators and policy-makers.
• People are working towards reauthorization, and
  ATTAIN is a key component.
• ATTAIN makes sense for education,
  competitiveness, 21st Century skills, and STEM.

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For more informationwww.setda.orgwww.setdatapp.
org

• Mary Ann Wolf, PhDmwolf_at_setda.org