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