Listening to Administrators: Learning about decisions and priorities National Center for Technology Innovation Tracy Gray, Ph.D., Director

2 NCTI: Fostering Collaboration  NCTI seeks to broaden and enrich the field by providing resources and promoting partnerships for the development of tools and applications by developers, manufacturers, producers, publishers and researchers.  Objectives:  To cultivate a collaborative network  To promote innovative products that reach the marketplace  To analyze needs, issues, trends, and promising technology innovation and transfer approaches

3 AbleNet  AbleNet provides solutions for classrooms and districts that help students with severe/profound to moderate disabilities achieve. Solutions: K-12 curriculums that have evidence based research to support implementation and progress monitoring Assistive technology that allows all students to participate in aligned curricular instruction and daily school activities Professional development supports that help create successful and engaging classroom experiences

4 Collaborative Research to Practice

5 Listening to Administrators  NCTI and AbleNet jointly designed the interview questions and market research approach  AbleNet leaders listened to over 50 administrators from various positions  Listened for priorities regarding assuring improvement for students with severe and moderate disabilities and acquiring assistive and learning technologies

6 Approach and Findings  NCTI analyzed interview data to identify common themes and concerns  NCTI produced recommendations to inform decision of industry leaders (marketing) administrators (purchasing) consumers

7 Outreach and Products  Outreach to Vendors – Educate vendors on administrators’ key concerns and vocabulary  Webinars – Disseminate information and engage in further discussion with vendors and administrators  Guide – Produce a practical guide to inform decision making and educate consumers

AbleNet asked: What keeps you up at night?

9 District Superintendents Answered:  Student progress (AYP)

10 District Superintendents Answered  Student progress (AYP)  Student safety

11 District Superintendents Answered  Student progress (AYP)  Student safety  Special education

12 District Superintendents Answered  Student progress (AYP)  Student safety  Special education  Facilities (budget, maintenance, adequacy)

13 District Superintendents Answered  Student progress (AYP)  Student safety  Special education  Facilities (budget, maintenance, adequacy)  Language minority students

14 Special Education Directors Answered  Special education students’ progress (AYP)

15 Special Education Directors Answered  Special education students’ progress (AYP)  Trend toward more involved needs (rise in autism, health needs)

16 Special Education Directors Answered  Special education students’ progress (AYP)  Trend toward more involved needs (rise in autism, health needs)  IDEA regulations and budgets: AT, IEP compliance, What’s the budget? “The biggest disappointment is investment in AT that never gets used.”

17 Special Education Directors Answered  Special education students’ progress (AYP)  Trend toward more involved needs (rise in autism, health needs)  IDEA regulations and budgets: AT, IEP compliance, What’s the budget? “The biggest disappointment is investment in AT that never gets used.”  Facilities (budget, maintenance, adequacy)

18 Special Education Directors Answered  AYP (by special education students)  Trend toward more involved needs (rise in autism, health needs)  IDEA regulations and budgets: AT, IEP compliance, What’s the budget? “The biggest disappointment is investment in AT that never gets used.”  Facilities (budget, maintenance, adequacy)  RTI – what will it mean for training and systems already in place

19 State AT Coordinators Answered  Deep utilization of technology

20 State AT Coordinators Answered  Deep utilization of technology  Collaboration in schools and communities

21 State AT Coordinators Answered  Deep utilization of technology  Collaboration in schools and communities  Access to and mastery of general curriculum and standards

22 State AT Coordinators Answered  Deep utilization of technology  Collaboration in schools and communities  Access to and mastery of general curriculum and standards  Teacher turnover and continued training needs

23 State AT Coordinators Answered  Deep utilization of technology  Collaboration in schools and communities  Access to and mastery of general curriculum and standards  Teacher turnover and continued training needs  Getting data that can inform decision making

Overlapping Concerns Different Perspectives

25 Overlapping Concerns AYP Facilities Special education Data

26 Different Perspectives People in different positions had different perspectives on the issues, in an increasingly granular focus.

27 Different Perspectives  From a Superintendent: “Data is a challenge: what is it telling me? How does it inform me? How can I make corrections earlier in the school year?”

28 Different Perspectives  From a Statewide AT Director: “Helping teachers become better teachers is critical and hard to maintain with turnover in teaching staff.”

29 Different Perspectives  From a Special Education Director “[I] am increasingly concerned with how the special education students are meeting general education requirements…”

30 Different Perspectives  From a building Principal “[I] look for evidence of wait time that paraprofessionals are using, how many children are involved in activities, etc.”

31 Recurring Critical Questions  How should purchasers make decisions?  How can researchers, industry leaders, administrators, teachers and parents contribute to the knowledge base?

32 Recurring Critical Questions How to inform decision making:  Need more data on student achievement with technology options  Need to demonstrate increased effectiveness when technology is well-integrated  Need to educate stakeholders about the levels of evidence required to support claims and purchases

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