Year 1 Progress AN EVALUATION OF OUR 9 TH GRADE IPAD INITIATIVE

Through the use of 1:1 technology, students will develop self directed learning skills and demonstrate active engagement with math and science concepts. OUR GOAL This is our project’s “central claim” We believe that students can develop self directed learning skills and demonstrate active engagement with math and science concepts through the use of iPads It sets the stage for what our project will need to do in order to accomplish this goal This is our project’s “central claim” We believe that students can develop self directed learning skills and demonstrate active engagement with math and science concepts through the use of iPads It sets the stage for what our project will need to do in order to accomplish this goal

 Developed three performance indicators against which to measure progress  Classroom performance  Professional development  Infrastructure  Collected data  Parents  Teachers  Students  Infrastructure  Analyzed to develop findings  Reporting EVALUATION FRAMEWORK

 Held parent/community information sessions  Supplied iPads for 9 th grade math & science classes  Ran six afternoon PD sessions for 9 th grade math & science teachers on using iPads, identifying apps, modifying curriculum units and creating student-centered learning environments  Established PLC for participating teachers  Upgraded network to accommodate additional users YEAR 1 ACTIVITIES These actions broad descriptions of Year 1 activities are part of the project’s action.

 Teachers provide opportunities for students to explore and engage actively with concepts in math and science through the use of iPad applications aligned with the content and learning objectives of each lesson.  Students demonstrate self directed learning as they pursue understanding through the use of iPads apps in math and science. CLASSROOM PERFORMANCE INDICATOR We established these indicators before starting the project’s action plan, as part of the project evaluation framework that we developed in the district’s MassCUE Evaluators work.

 Teachers find that the PD sessions provide them with the skills necessary for supporting student iPad use in math and science. The PD successfully models the use of technology for student-centered learning, and helps teachers identify apps to enhance their curriculum.  PD sessions are accessible and scheduled conveniently for full teacher participation.  Professional learning communities effectively support teachers in the use of iPads for student centered learning in math and science. PROFESSIONAL DEVELOPMENT INDICATOR

 The school’s infrastructure supports student use of iPads in multiple classrooms simultaneously.  Students and teachers experience little or no delay in obtaining necessary repairs or technical assistance. INFRASTRUCTURE INDICATOR There could be other categories of indicators as well. The key is to create indicators for those aspects of your initiative that you feel are important to track.

 9 th grade student survey  Survey of participating teachers  Classroom observations  Student test data  Teacher focus group  Parent focus groups DATA COLLECTION This is the data that we collected formatively during our project year as well as summatively at the end of Year 1.

 Teachers report…  “My students are able to move through the exercises at their own pace, and access a variety of explanatory resources to support their work. LOVE Kahn Academy!”  Students report…  “I liked how I could get feedback from the teacher right after I finished my work in class.”  Parents report…  “It’s good to be able to review [my child’s] actual classwork from the Google Docs website, at home.”  Classroom observations support the focus group, interview, and survey data. FINDINGS

SURVEY DATA PROVIDES CONTEXT

 At the end of the first school year…  Most project teachers were able to adapt math and science units to incorporate iPad use  Not every unit was fully adapted, but most were able to incorporate at least some iPad use for data collection, graphing, etc.  Project teachers found that the PD was very helpful in modifying their units  Of particular value was the time teachers were given to work within their grade-level teams to fine tune the units  Most teacher would like more training on the actual apps used in their units ANALYSIS

 There were few if any technical problems associated with the iPads and their use in the units/classrooms  This year, nothing broke…but we need to review our long-term maintenance agreements (once the warranties expire)  Students were clearly engaged in the units  They enjoyed using the devices  They reported that seeing and working with data directly on the devices helped them understand the concepts “better” than working on paper  Teachers report that students in these revised units did just as well on periodic assessments (quizzes, unit tests) as students in previous years covering the same curriculum content.  Although, the revised units take longer to cover the content than in previous years  This may change (speed up) as teachers and students become more used to the project-based nature of the revised units

 Amend the Year 2 Action Plan  Expand the number of teachers who create revised units  Make unit revision part of the PLC  Year 1 teachers will lead the grade level team PLC discussion around technology/iPad integration  Purchase 4 additional classroom sets of iPads  Provide funding for app purchases  Continue the evaluation work WHAT’S NEXT?

QUESTIONS? Take questions from the group, and remind them that this presentation was based on a full report, which they should have all received

 Developed three performance indicators against which to measure progress  Classroom performance  Professional development  Infrastructure  Collected data  Parents  Teachers  Students  Infrastructure  Analyzed to develop findings  Reporting EVALUATION FRAMEWORK