21 st Century Learning, Future Ready Students, and the IMPACT Vision

Fundamental Educational Change 21 st Century Learning –New ways to learn (touching, synthesis, collaboration) –New core skills (ICT, self direction & risk taking) –New channels of learning (virtual, content) –Life long learning (job churn) –Global Awareness & Literacy (new job and language skills), P. (2006) Technology Services Area Meeting, NCDPI. July 19,

Fundamental Educational Change 21 st Century Teaching –New ways to teach (authentic task assignments, collaboration) –New core skills (Teacher as facilitator) –New channels of learning (virtual, content) –Life long learning (preparation) –Global Economy (identify evolving new job skills) Asmar, P. (2006) Technology Services Area Meeting, NCDPI. July 19,

IMPACT Data Math The odds that IMPACT students would go from non-passing to passing status over the three years were 42% higher than that for comparison students.

IMPACT students caught up within one year Effect significant at p<. 0001, controlling for grade, race, exceptionality, Free/reduced lunch, sex, absenteeism

IMPACT Data Reading When looking at change in passing status, the odds that IMPACT students would increase from failing to passing over the four years were 55% higher than the odds for comparison students. When looking at Year 01 to 03 with the larger sample, the odds were 43% higher for IMPACT students.

Reading Growth , by Grade EOG growth from baseline to Year 2 Effect significant at p<. 05, controlling for free/reduced lunch, race, exceptionality, sex, absenteeism, parent education

IMPACT Data Teacher Retention The odds of IMPACT teachers being retained for these three years were 65% higher than for comparison school teachers once the variable of years in teaching was controlled.

Teacher Retention, by Type, Year 1-Year 3 CategoryComparisonIMPACT Administrators58.8%76.5% Classroom teachers69.3%77.0%* Special subjects teachers76.8%62.5% Note: * significant at p <.05

Teacher Retention, By Years of Experience, Year 1-Year 3 Note: Years in the profession was significant (Odds Ratio = 1.18, p <.03), and IMPACT was a near- significant trend (Odds Ratio = 1.52, p <.07).

IMPACT Data Technology Use Relative to comparison students, a higher percentage of IMPACT students reported using computers in core subject areas, for conducting research, for word processing, and for presentations; these differences were highly significant across all four areas.

Student Use of Computers in Grades 3-5,

The Future Ready Bus IMPACT Build Your Own?

What Have YOU Heard about IMPACT?

What is an IMPACT Model School? Technology-rich teaching and learning environmentTechnology-rich teaching and learning environment Resource-rich teaching and learning environmentResource-rich teaching and learning environment Collaboration among teachers and media and technology personnelCollaboration among teachers and media and technology personnel Strong administrative leadership and support Strong administrative leadership and support Adequate budgetAdequate budget

What Does It Look Like? Culture of reading and learningCulture of reading and learning Collaborative lessons/instructional units Collaborative lessons/instructional units –Student-centered, project-based instruction –Based on real-life situations –Focused on higher-order thinking, problem-solving skills –Shared successes Ubiquitous technologyUbiquitous technology and all other resources and all other resources

Roles in an IMPACT School Technology Facilitator Media Coordinator Principal MTAC

Technology Facilitator CollaborationCollaboration Technology literacyTechnology literacy Staff developmentStaff development Modeling and mentoringModeling and mentoring Program evaluationProgram evaluation Resource provision and sharingResource provision and sharing Technical advice and assistanceTechnical advice and assistance

Media Coordinator CollaborationCollaboration Information literacyInformation literacy Reading appreciationReading appreciation Program evaluationProgram evaluation Collection developmentCollection development Staff developmentStaff development

Principal Leadership, support, and visionLeadership, support, and vision Leads by exampleLeads by example Focus on collaborative cultureFocus on collaborative culture Focus on technology-rich teaching and learningFocus on technology-rich teaching and learning BudgetBudget ScheduleSchedule Program and personnel evaluationProgram and personnel evaluation

MTAC (Media and Technology Advisory Committee) Setting goals and priorities Promotion of initiatives Communication of expectations Program evaluation Challenges to instructional materials Media and technology program advocacy Resources, hardware, and infrastructure identification and recommendation

Where to find more information? Includes all documents and 16 videos addressing various aspects of the model