st
21
Century Learning,
Future Ready Students,
and the IMPACT Vision
Fundamental Educational Change
• 21st 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, 2006..
Fundamental Educational Change
• 21st 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, 2006..
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
261
259
257
255
253
Compar.
IMPACT
251
249
247
2002-03
2003-04
2004-05
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.
EOG growth from baseline to Year 2
Reading Growth
2003-2005, by Grade
20
18
16
14
12
IMPACT
Comparison
10
8
6
4
2
0
Grade 3
Grade 5
Grade 8
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
Category
Comparison IMPACT
Administrators
58.8%
76.5%
Classroom teachers
69.3%
77.0%*
Special subjects teachers
76.8%
62.5%
Note: * significant at p < .05
Teacher Retention, By Years of
Experience, Year 1-Year 3
100
Percentage Retained
95
90
85
80
Comparison
75
IMPACT
70
65
60
0-3
4-7
8-10
11-15
>15
Years of Experience
Note: Years in the profession was significant (Odds Ratio = 1.18, p < .03), and IMPACT was a nearsignificant 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.
Percent Responding "Yes"
Student Use of Computers in
Grades 3-5,
2004-05
90%
IMPACT schools
80%
Comparison schools
70%
60%
50%
40%
30%
20%
10%
0%
Core subject areas
Research for
Reports
Word Processing
Presentations
What Have YOU Heard about
IMPACT?
What is an IMPACT Model
School?
• Technology-rich teaching and learning
environment
• Resource-rich teaching and learning
environment
• Collaboration among teachers and media and
technology personnel
• Strong administrative leadership and support
• Adequate budget
What Does It Look Like?
• Culture of reading and learning
• 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 technology
and all other resources
Roles in an IMPACT School
•
•
•
•
Technology Facilitator
Media Coordinator
Principal
MTAC
Technology Facilitator
•
•
•
•
•
•
•
Collaboration
Technology literacy
Staff development
Modeling and mentoring
Program evaluation
Resource provision and sharing
Technical advice and assistance
Media Coordinator
•
•
•
•
•
Collaboration
Information literacy
Reading appreciation
Program evaluation
Collection
development
• Staff development
Principal
•
•
•
•
Leadership, support, and vision
Leads by example
Focus on collaborative culture
Focus on technology-rich teaching and
learning
• Budget
• Schedule
• Program 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?
http://www.ncwiseowl.org/Impact/
Includes all documents and 16 videos addressing
various aspects of the model