1. Measuring Student and Teacher Technology Literacy for NCLB Whats an LEA to do? 2004 National School Boards Association Conference Denver Carol D. Mosley Louisiana State Department of Education Bill Morrison Rapides Parish School District

2. Why Measure? Meet agency requirements Meet agency requirements NCLB NCLB State State Local Local Funding sources Funding sources Measure success of programs Measure success of programs Enable informed decision-making Enable informed decision-making Formative and summative Formative and summative

6. Today Goals of NCLB Goals of NCLB Title IID technology goals Title IID technology goals State application requirements State application requirements Evaluation requirements of NCLB Evaluation requirements of NCLB What must be evaluated What must be evaluated Example indicators Example indicators Sample instruments Sample instruments

7. Technology Goals of NCLB Primary Goal Primary Goal To improve student academic achievement through the integration of technology in the classroom. To improve student academic achievement through the integration of technology in the classroom. Additional Goals Additional Goals To assist every student in crossing the digital divide by ensuring technological literacy by the eighth grade. To assist every student in crossing the digital divide by ensuring technological literacy by the eighth grade. To encourage the effective integration of technology resources. To encourage the effective integration of technology resources.

8. Each State Application Must Include (1) …..long-term strategies for improving student academic achievement, including technology literacy, through the effective use of technology……. including through improving the capacity of teachers to integrate technology effectively into curricula and instruction. (1) …..long-term strategies for improving student academic achievement, including technology literacy, through the effective use of technology……. including through improving the capacity of teachers to integrate technology effectively into curricula and instruction. (2) A description of the State educational agency's goals for using advanced technology to improve student academic achievement, ……... (2) A description of the State educational agency's goals for using advanced technology to improve student academic achievement, ……... (3) …… steps to ensure that all students and teachers in the State, ……. have increased access to technology. (3) …… steps to ensure that all students and teachers in the State, ……. have increased access to technology. (4) …….. measures that the State educational agency will use to evaluate the extent to which activities funded under this subpart are effective in integrating technology into curricula and instruction. (4) …….. measures that the State educational agency will use to evaluate the extent to which activities funded under this subpart are effective in integrating technology into curricula and instruction. (5) A description of how the State educational agency will encourage the development and utilization of innovative strategies for the delivery of specialized or rigorous academic courses and curricula through the use of technology, ……. (5) A description of how the State educational agency will encourage the development and utilization of innovative strategies for the delivery of specialized or rigorous academic courses and curricula through the use of technology, ……. (6) ….. supplement, and not supplant, State and local funds. (6) ….. supplement, and not supplant, State and local funds. (7) …… how the State educational agency will work to ensure that teachers and principals in a State receiving funds under this part are technologically literate. (7) …… how the State educational agency will work to ensure that teachers and principals in a State receiving funds under this part are technologically literate.

9. What Must Be Evaluated Title II Part D. 2145(5) Developing performance measurement systems to determine the effectiveness of educational technology programs funded under this subpart, particularly in determining the extent to which activities funded under this subpart are effective in Title II Part D. 2145(5) Developing performance measurement systems to determine the effectiveness of educational technology programs funded under this subpart, particularly in determining the extent to which activities funded under this subpart are effective in integrating technology into curricula and instruction, integrating technology into curricula and instruction, increasing the ability of teachers to teach, increasing the ability of teachers to teach, and enabling students to meet challenging State academic content and student academic achievement standards and enabling students to meet challenging State academic content and student academic achievement standards

10. What do we measure? Nobody knows……………….. Nobody knows……………….. What the feds are telling us What the feds are telling us Louisiana is measuring: Louisiana is measuring: Student Achievement/Proficiency Student Achievement/Proficiency Teacher Proficiency Teacher Proficiency Administrator Proficiency Administrator Proficiency Access to Technology Access to Technology Technology Integration Technology Integration

11. Federal Evaluation Goals Performance Goal 1: Student achievement, including technology literacy, of all students is improved through the use of technology Performance Goal 1: Student achievement, including technology literacy, of all students is improved through the use of technology Performance Indicator 1.1:The percentage of students by end of grade 8 that meet or exceed state standards for student literacy in technology.Performance Indicator 1.1:The percentage of students by end of grade 8 that meet or exceed state standards for student literacy in technology. Performance Goal 2: Teachers effectively use technology and research-based practices to support student learning Performance Goal 2: Teachers effectively use technology and research-based practices to support student learning Performance Indicator 2.1: The percentage of teachers qualified to use technology for instruction.Performance Indicator 2.1: The percentage of teachers qualified to use technology for instruction. Performance Goal 3: Technology is integrated throughout the curriculum Performance Goal 3: Technology is integrated throughout the curriculum Performance Indicator 3.1Performance Indicator 3.1 The number of schools in which all students are able to work from a networked computer.The number of schools in which all students are able to work from a networked computer.

12. Other Indicator Examples Student Literacy Student Literacy The percentage of students, who by the end of the 8th grade have used technology research tools to locate, evaluate, and collect information from a variety of source and to process that information and report results. The percentage of students, who by the end of the 8th grade have used technology research tools to locate, evaluate, and collect information from a variety of source and to process that information and report results. The percentage of students, who by the end of grade 8 have used technology to collaborate, publish products, and interact with peers, experts, and other audiences. The percentage of students, who by the end of grade 8 have used technology to collaborate, publish products, and interact with peers, experts, and other audiences.

13. Other Indicator Examples Teacher Literacy Teacher Literacy The percentage of teachers who designed, developed, and facilitate technology-enhanced lessons that address Louisiana Content Standards and K-12 Educational Technology Guidelines The percentage of teachers who designed, developed, and facilitate technology-enhanced lessons that address Louisiana Content Standards and K-12 Educational Technology Guidelines The percentage of teachers who use technology resources to engage in online, ongoing professional development and lifelong learning. The percentage of teachers who use technology resources to engage in online, ongoing professional development and lifelong learning.

14. Other Indicator Examples Technology Integration Technology Integration The percentage of schools that integrate the Louisiana K-12 Educational Technology Standards into the learning experiences of the students and school curricula in all core subject areas. The percentage of schools that integrate the Louisiana K-12 Educational Technology Standards into the learning experiences of the students and school curricula in all core subject areas. Teachers will use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning Teachers will use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning

15. Other Indicator Examples Student Access to Technology Student Access to Technology During the 2003-2004 school year, did ALL students in your school have access to a networked computer and were ALL students in your school regularly given the opportunity to do meaningful work from these networked computers, beyond use for drill and practice? Note: For a school to answer YES to this question would mean that the school environment is such that all students have regular use of a networked computer for learning and research and that the use is across multiple disciplines and classrooms and is consistent with the Louisiana K-12 Educational Technology Standards. (Computer use for drill and practice activities in a lab or classroom environment alone would not meet this condition.) During the 2003-2004 school year, did ALL students in your school have access to a networked computer and were ALL students in your school regularly given the opportunity to do meaningful work from these networked computers, beyond use for drill and practice? Note: For a school to answer YES to this question would mean that the school environment is such that all students have regular use of a networked computer for learning and research and that the use is across multiple disciplines and classrooms and is consistent with the Louisiana K-12 Educational Technology Standards. (Computer use for drill and practice activities in a lab or classroom environment alone would not meet this condition.)

16. Student Literacy Standards NETS-S NETS-S Basic operations and concepts Basic operations and concepts Social, ethical, and human issues Social, ethical, and human issues Technology productivity tools Technology productivity tools Technology communications tools Technology communications tools Technology research tools Technology research tools Technology problem-solving and decision- making tools Technology problem-solving and decision- making tools

17. Teacher Literacy Standards NETS-T NETS-T TECHNOLOGY OPERATIONS AND CONCEPTS. TECHNOLOGY OPERATIONS AND CONCEPTS. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES. TEACHING, LEARNING, AND THE CURRICULUM. TEACHING, LEARNING, AND THE CURRICULUM. ASSESSMENT AND EVALUATION. ASSESSMENT AND EVALUATION. PRODUCTIVITY AND PROFESSIONAL PRACTICE. PRODUCTIVITY AND PROFESSIONAL PRACTICE. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.

18. Instruments Sabine Student Survey Sabine Student Survey Sabine Student Survey Sabine Student Survey Sabine Teacher Assessment Sabine Teacher Assessment Sabine Teacher Assessment Sabine Teacher Assessment Sabine Teacher Results Sabine Teacher Results Sabine Teacher Results Sabine Teacher Results Rapides Technology Questionnaire Rapides Technology Questionnaire Rapides Technology Questionnaire Rapides Technology Questionnaire LCET Student, Teacher, School-level Administrator & Central Office Level Administrator Self-Assessment Survey LCET Student, Teacher, School-level Administrator & Central Office Level Administrator Self-Assessment Survey LCET Student, Teacher, School-level Administrator & Central Office Level Administrator Self-Assessment Survey LCET Student, Teacher, School-level Administrator & Central Office Level Administrator Self-Assessment Survey LCET Student and Teacher Performance- Based Assessment LCET Student and Teacher Performance- Based Assessment

19. Copies of Instruments www.rapides.k12.la.us/nsba2004 www.rapides.k12.la.us/nsba2004 www.rapides.k12.la.us/nsba2004