1. Online and On Time: Supporting Technology Implementation for All Students NYSSBA Convention October 17, 2008

2. As a result of this presentation, participants will be able to:  Learn about online tools  Facilitate collaborative instructional technology planning for diverse learners  Generate resources supporting technology implementation Learning Objectives

3.  Introduction to Collaborative Planning Tool- EdTech Locator  Collaborative Planning  Introduction to Tech Matrix  Introduction to online course, “Differentiating Instruction” Agenda

4. Wonder Why You Feel Like This?

5.  Time of transition  Challenging times  Individualized instruction  Transformation  Differentiated instruction  Regulations  Power of technology  Digital materials/curriculum  Online learning  Disruptive innovation  Trusted content  Student centered delivery model  21 Century skills  Broadband  Professional development/learning communities Key Words From Today

6. “Most educational technology experts agree that technology should be integrated, not as a separate subject or as a once-in-a-while project, but as a tool to promote and extend student learning on a daily basis.” - EducationWorld.com

7. Technology…  Improves student achievement  Improves school efficiency and productivity  Helps teachers meet professional requirements  Improves learning skills  Helps schools meet ALL students’ needs  Promotes equity and access in education  Improves workforce skills EdTechActionNetwork

8. Challenges of Implementation  Lack of comfort using technology for teaching and learning  Use of technology is teacher-centered not student-centered  Not enough professional development on integrating technology

9. What does all this mean for you?

10. Achieving Objectives, On-line and On-time: Learning from Hertz

11. Neverlost by Hertz

12. The First Challenge: Getting you to your objective on time.

13. Finding your location

14. Setting your Objective

16. Choosing a Route

18. The First Challenge: Getting you to your destination (objective) on time. The Second Challenge: Getting everyone to their destination on time.

19. The First Challenge: Getting you to your destination (objective) on time. The Second Challenge: Getting everyone to their destination on time. Diversity in starting points

20. The First Challenge: Getting you to your destination (objective) on time. The Second Challenge: Getting everyone to their destination on time. Diversity in starting points Diversity in preferences

21. The First Challenge: Getting you to your destination (objective) on time. The Second Challenge: Getting everyone to their destination on time. Diversity in starting points Diversity in preferences Diversity in abilities and disabilities

22. Hertz’ Solution: Challenge One: Using the power of on-line technology to reach objectives Challenge Two: Using the flexibility of on-line technology to differentiate the ways to reach objectives so that everyone can reach them

23. Universal Design for Learning

24. Basic principles from: Cognitive Neuroscience Bloom’s Educational Taxonomy Vygostky’s Learning Theory Universal Design for Learning

25. 1) Use multiple means for representation

26. 2) Use multiple means for action and expression

27. 3) Use multiple means for engagement

28. Meeting the challenge of Diversity Differentiation and UDL Differentiation in how information is presented Differentiation in how knowledge is expressed Differentiation in how user is engaged.

29. Multiple Means of Representation 1) Provide Options for Perception

30. Multiple Means of Representation Provide options for Perception Provide options for language and symbols Alternatives for Text Alternatives for English Alternatives for Language

31. Multiple Means of Representation Provide options for perception Provide options for language and symbols Provide options for cognition

32. Multiple Means of Action and Expression Motor Options

33. Multiple Means of Action and Expression Motor Options

34. Multiple Means of Action and Expression Motor Options

35. Multiple Means of Action and Expression Motor Options

36. Multiple Means of Action and Expression Motor Options Skill Options Options in Media Options in Tools Options in Scaffolds

37. Multiple Means of Action and Expression Options in Scaffolds Models and Demos

38. Multiple Means of Action and Expression Options in Scaffolds Models and Demos Breaking into smaller steps

39. Multiple Means of Action and Expression Embedded prompts and guides.

40. Multiple Means of Action and Expression Options in Scaffolds Models and Demos Breaking into smaller steps Immediate Feedback

41. Multiple Means of Engagment Options for recruiting interest Options for sustaining effort and engagement Options for developing self-regulation

42. Multiple Means of Engagement You’ve Arrived!!!

43. How does Neverlost do Assessment? Progress monitoring Summative Assessment

44. The First Challenge: Getting you to your destination (objective) on time. The Second Challenge: Getting everyone to their destination on time. The Third Challenge: Education not route finding.

45. The difference between a curriculum and Neverlost

46. Best route for learning history

47. The difference between a curriculum and Neverlost Best route for learning history Best route for learning math

48. EdTech LocatorEdTech Locator: Setting a Team Vision Teachers and Related Service Providers AdministratorsTechnology CoordinatorsProfessional Development Coordinators Early Tech Implementati on Technology use by teachers and students is limited with little linkage to instructional strategies or student needs. Technology is mainly used as a productivity tool or as a reward for completing required work. The use of technology is substantially different for general and special educators. The technology plan is nominal: there is no timely technical support, and core curricula are developed with minimal consideration of students with special needs. Assistive technologies are purchased and administered separately. The school/district does not require that websites and software adhere to accessibility guidelines. Universal design and access issues are considered only for students with IEPs. Connectivity and e-learning environments are limited, providing a student-to- computer ratio of 10-1 and limited access to assistive technology tools. Technology training is limited to use and access, with little focus on instruction. Training for general educators and special educators is separate, with universal design principles limited to special educators. Developing / Advanced Tech Implementati on Technology use supplements instruction, specifically to motivate or sustain remediation, review, and practice for special education students. Technology is sometimes used to manage administrative tasks or special education paperwork; e-mail and e- newsletters are used to convey information to parents. The technology plan is aligned with the state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations are considered. General cost-of-ownership principles are followed and same-day tech support is provided. The school/district requires that websites and software adhere to basic accessibility guidelines. Universal design and access issues are considered for a limited number of computers, or areas with high computer use. Internet connectivity is available in most or all classrooms, with basic resources available for sharing servers. Significant wireless connectivity is available. Training relates technology use to content area instruction. There is awareness of universal design principles among special educators and some general educators. Target Tech Implementati on Technology is used to build self-efficacy in students, is integrated into curricular and assessment materials, and follows principles of universal design to differentiate instruction for all learners. Multiple forms of technology are used to manage IEP and administrative tasks. Technology is used as a communication tool between teachers and parents The technology plan focuses on integrating technology to support differentiating instruction, and the needs of students with disabilities are included in all curricular and technology decisions and purchases. The school/district requires and ensures that websites and software adhere to best practice accessibility guidelines. Universal design and access issues are considered and implemented throughout the school/district. Purchase priorities support differentiating instruction. Direct Internet connectivity is available in all rooms in all schools, with easy access to wireless connectivity. Training models the use of technology as a seamless and expected component of any instruction, with heavy focus on universal design and differentiating instruction strategies to ensure access to the general education curriculum for all students. Adapted from Massachusetts and Texas STaR Chart Initiatives

49. Service Area #3 Evaluation and Scaling-up support Synthesize data Create scaling - Develop evaluation models Synthesize data across sites Create scaling-up support networks p. 2-11 Adapted from Massachusetts and Texas STaR Chart Initiatives Training models the use of technology as a seamless and expected component of any instruction, with heavy focus on universal design strategies to ensure access to the general education curriculum for all students. Universal design and access issues are considered and implemented throughout the district. Direct Internet connectivity available in all rooms in all schools, with easy access to wireless connectivity. Technology plan focuses on integrating technology to improve outcomes for all students, and the needs of students with disabilities are included in all curricular and technology decisions and purchases. School district requires and ensures that Web sites and software adhere to best-practice accessibility guidelines. Technology is integrated into instruction, as well as curricular and assessment materials, follows principles of universal design, accommodating diverse needs of all learners. Multiple forms of technology are used to manage IEP and admin tasks. Technology enables teachers and parents to communicate. Target Tech Implementation Training relates technology use to content area instruction. Awareness of universal design principles among special educators and some general educators. Universal design and access issues considered for a limited number of computers, or areas with high computer use. Internet connectivity available in most or all classrooms, with basic resources available for sharing servers. Significant wireless connectivity. Technology plan aligned with state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations considered. General cost of ownership principles followed; same day tech support provided. School district requires that Web sites and software adhere to basic accessibility guidelines. Technology used to supplement instruction, specifically for remediation, review and practice for special education students. Uses technology some to manage admin tasks or special ed paperwork; uses e-mail, list-serves to convey info to parents. Developing / Advanced Tech Implementation Technology training limited to use and access, with little focus on instruction. Training for general educators and special educators separate, with universal design principles limited to special educators. Minimal technology plan; no timely technical support; core curricula selected with minimal consideration of students with special needs. Assistive technologies purchased and administered separately. School district does not require that Web sites and software adhere to accessibility guidelines. Technology use by teachers and students is limited with little linkage to instructional strategies or student needs; mainly used as a productivity tool. Purpose of technology use substantially different for general and special educators. Professional Development Coordinators Technology CoordinatorsAdministratorsTeachers and Related Service Providers CITEd EdTech LocatorSUMMARY CHART Universal design and access issues considered only for students with IEPs. Connectivity and e-learning environments are limited; provide student-computer ration of 10-1; limited access to AT tools. Technology training limited to use and access, with little focus on instruction. Training for general educators and special educators separate, with universal design principles limited to special educators. Technology plan aligned with state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations considered. General cost of ownership principles followed; same day tech support provided. School district requires that Web sites and software adhere to basic accessibility guidelines. Technology is integrated into instruction, as well as curricular and assessment materials, follows principles of universal design, accommodating diverse needs of all learners. Multiple forms of technology are used to manage IEP and admin tasks. Technology enables teachers and parents to communicate. Early Tech Implementation SA 3.4.1-5

50. Case Story Yankees Elementary School  935 students  9 math teachers  Newly renovated and technology-rich school Multiple computers and internet access in each classroom Small technology staff

51. Case Story cont. Teachers  meet monthly to discuss math-related topics for regular and special education students.  know that technology is available, but never have time to learn how to use it. Administrators  adamantly support technology usage to accommodate all students.  are afraid that teachers don’t use technology to its fullest potential.

52. Summary Chart Teachers and Related Service Providers AdministratorsTechnology CoordinatorsProfessional Development Coordinators Early Tech Implementati on Technology use by teachers and students is limited with little linkage to instructional strategies or student needs. Technology is mainly used as a productivity tool or as a reward for completing required work. The use of technology is substantially different for general and special educators. The technology plan is nominal: there is no timely technical support, and core curricula are developed with minimal consideration of students with special needs. Assistive technologies are purchased and administered separately. The school/district does not require that websites and software adhere to accessibility guidelines.c Universal design and access issues are considered only for students with IEPs. Connectivity and e-learning environments are limited, providing a student-to- computer ratio of 10-1 and limited access to assistive technology tools. Technology training is limited to use and access, with little focus on instruction. Training for general educators and special educators is separate, with universal design principles limited to special educators. Developing / Advanced Tech Implementati on Technology use supplements instruction, specifically to motivate or sustain remediation, review, and practice for special education students. Technology is sometimes used to manage administrative tasks or special education paperwork; e-mail and e- newsletters are used to convey information to parents. The technology plan is aligned with the state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations are considered. General cost-of-ownership principles are followed and same-day tech support is provided. The school/district requires that websites and software adhere to basic accessibility guidelines. Universal design and access issues are considered for a limited number of computers, or areas with high computer use. Internet connectivity is available in most or all classrooms, with basic resources available for sharing servers. Significant wireless connectivity is available. Training relates technology use to content area instruction. There is awareness of universal design principles among special educators and some general educators. Target Tech Implementati on Technology is used to build self-efficacy in students, is integrated into curricular and assessment materials, and follows principles of universal design to differentiate instruction for all learners. Multiple forms of technology are used to manage IEP and administrative tasks. Technology is used as a communication tool between teachers and parents The technology plan focuses on integrating technology to support differentiating instruction, and the needs of students with disabilities are included in all curricular and technology decisions and purchases. The school/district requires and ensures that websites and software adhere to best practice accessibility guidelines. Universal design and access issues are considered and implemented throughout the school/district. Purchase priorities support differentiating instruction. Direct Internet connectivity is available in all rooms in all schools, with easy access to wireless connectivity. Training models the use of technology as a seamless and expected component of any instruction, with heavy focus on universal design and differentiating instruction strategies to ensure access to the general education curriculum for all students. Adapted from Massachusetts and Texas STaR Chart Initiatives Technology use by teachers and students is limited with little linkage to instructional strategies or student needs. The use of technology is substantially different for general and special educators. The technology plan is aligned with the state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations are considered.

53. Case Story cont. Tech Coordinator  leads a small tech staff that focuses on solving basic network connection issues.  Rarely procures technology with consideration for universal design principles. PD Coordinator  holds information sessions in which the technology resources in the school are listed.  does not link technology to instructional goals or student needs.

54. Summary Chart Teachers and Related Service Providers AdministratorsTechnology CoordinatorsProfessional Development Coordinators Early Tech Implementati on Technology use by teachers and students is limited with little linkage to instructional strategies or student needs. Technology is mainly used as a productivity tool or as a reward for completing required work. The use of technology is substantially different for general and special educators. The technology plan is nominal: there is no timely technical support, and core curricula are developed with minimal consideration of students with special needs. Assistive technologies are purchased and administered separately. The school/district does not require that websites and software adhere to accessibility guidelines.c Universal design and access issues are considered only for students with IEPs. Connectivity and e-learning environments are limited, providing a student-to- computer ratio of 10-1 and limited access to assistive technology tools. Technology training is limited to use and access, with little focus on instruction. Training for general educators and special educators is separate, with universal design principles limited to special educators. Developing / Advanced Tech Implementati on Technology use supplements instruction, specifically to motivate or sustain remediation, review, and practice for special education students. Technology is sometimes used to manage administrative tasks or special education paperwork; e-mail and e- newsletters are used to convey information to parents. The technology plan is aligned with the state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations are considered. General cost-of-ownership principles are followed and same-day tech support is provided. The school/district requires that websites and software adhere to basic accessibility guidelines. Universal design and access issues are considered for a limited number of computers, or areas with high computer use. Internet connectivity is available in most or all classrooms, with basic resources available for sharing servers. Significant wireless connectivity is available. Training relates technology use to content area instruction. There is awareness of universal design principles among special educators and some general educators. Target Tech Implementati on Technology is used to build self-efficacy in students, is integrated into curricular and assessment materials, and follows principles of universal design to differentiate instruction for all learners. Multiple forms of technology are used to manage IEP and administrative tasks. Technology is used as a communication tool between teachers and parents The technology plan focuses on integrating technology to support differentiating instruction, and the needs of students with disabilities are included in all curricular and technology decisions and purchases. The school/district requires and ensures that websites and software adhere to best practice accessibility guidelines. Universal design and access issues are considered and implemented throughout the school/district. Purchase priorities support differentiating instruction. Direct Internet connectivity is available in all rooms in all schools, with easy access to wireless connectivity. Training models the use of technology as a seamless and expected component of any instruction, with heavy focus on universal design and differentiating instruction strategies to ensure access to the general education curriculum for all students. Adapted from Massachusetts and Texas STaR Chart Initiatives Technology training is limited to use and access, with little focus on instruction. Training for general educators and special educators is separate. Universal design and access issues are considered for a limited number of computers. Internet connectivity is available in most or all classrooms.

55. Group Activity – Where are you now? Where do you want to go?  Each person at a table fills out an assessment  Add up scores to determine your place on the EdTech Locator

56. Sustainability Exploration Installation Initial implementation Full implementation Innovation Implementation Stages (NIRN, 2005) Requires a team approach and effort Can take 2 – 6 years

57. Implementation is not  Diffusion/dissemination of information alone  Training by itself  Delivering an edict  Following the money  Keeping the same roles and functions

58.  Factors that can make or break an initiative: Professional development Leadership Organization and school structure Resources and support  Plan to balance a weakness in one area by intensifying efforts in another to contribute to success and stability. Supporting Implementation

59. Center for Implementing Technology in Education (CITEd)  Works with state and local education agencies to develop systems to integrate instructional technology to meet the needs of all students  Provides support through innovative online professional development, research, technical assistance (TA), and extensive web-based resources, tools www.cited.org

60. Finding Reading, Math and Writing Technology Tools

61. TechMatrix The TechMatrix is a powerful tool for finding assistive and learning technology products for students with special needs. For more information: http://www.techmatrix.org http://www.techmatrix.org

63. The TechMatrix Allows You to Search by Subject and Learning Support

64.  Second grade inclusive classroom  Several students need additional practice with basic math facts  Need software that saves data on students Class Profile Scenario

65. Finding the Right Math Software

66. Choose Subject: Math Choose Learning Support: Provide Practice and reinforcement activities Search and Find

67. Compare Products

68. Compare by Sub-Feature

69. Compare by Grade Level Range

70. View Customized List

71. Compare – Review Products

72. Find Research

73. Compare Products

74.  Review available products  Use hide feature to only view products of interest  View products side by side for quick overview  Select tools of interest for more in-depth look at features, price, publisher, etc. Compare Products

75. Save and Share

77. http://www.techmatrix.org/resources/consumerguide.pdf Consumer Guide for School Administrators and Ed Tech Vendors

78. Elements of the Consumer Guide  Implementation Help  Implementation Getting Started  Implementation Questions to Ask Vendors

80. Using the Consumer Guide: Implementation Help! Selecting the right products for classroom integration can be difficult Additionally, staff need to be trained each time new technologies are introduced

81. Using the Consumer Guide: Implementation Getting Started Contact LEA assistive technology (AT) resource center for guidance. Contact LEA curriculum department for a list of technology products that address state and agency standards. Request training from your LEA AT resource center to help teachers use devices and integrate them into the existing curriculum.

82. Using the Consumer Guide: Implementation Questions to Ask Vendors type(s) of training offered type(s) of support technical assistance

83. Questions? Comments? Email us at CITEd@air.orgCITEd@air.org Submit products or suggestions at TechMatrix@air.org TechMatrix@air.org

84. Back to our case story… What route is Yankees Elementary School going to take?  Teachers  Administrators  Tech Coordinators  PD Coordinators

85. Group Activity – What route are you taking?  Fill out destination roadmap  Discuss priorities with table  Discuss how you are going to get there

86. CITEd’s Online Course: Differentiating Instruction through Technology http://airlearning.org http://airlearning.org

87. See the CITEd Toolkit Online at http://airlearning.orghttp://airlearning.org

88. 1. Go to http://airlearning.orghttp://airlearning.org 2. Click on “CITEd Online Courses”

89. Login as a guest Create new account

91. Differentiating Instruction By differentiating instruction, we mean the planning and delivery of classroom instruction that considers the varied levels of readiness, learning needs, and interests of each student. Teachers can do this most effectively by using a range of technology tools to engage learners at varying levels of readiness in multiple ways and by offering students options for demonstrating their understanding and mastery of the material.

92. Dimensions of DI  Three teacher-dependent dimensions (1) Content, (2) Process, (3) Products  Three student-dependent dimensions (1) Interest, (2) Profile, and (3) Readiness

93. Teacher-dependent ways to differentiate By Content Different levels of reading or resource materials, reading buddies, small group instruction, curriculum compacting, multi-level computer programs and Web Quests, tape-recorded materials, etc. By Process Activity choice boards, tiered activities, multi-level learning center tasks, similar readiness groups, choice in group work, varied journal prompts, mixed readiness groups with targeted roles for students, etc. By Products Tiered products, students choose mode of presentation to demonstrate learning, independent study, varied rubrics, mentorships, interest-based investigations

94. Student-dependent ways to differentiate By Interests Options in content, topic, or theme, options in the tools needed for production, options in methods for engagement By Profile Consideration of gender, culture, learning styles, strengths, and weaknesses By Readiness Identification of background knowledge/gaps in learning, options in amount of direct instruction, options in amount of practice, options in pace of instruction, options in complexity activities, options in level of analysis/exploration of a topic

95. Key Practices Embrace student differences Use assessment data to guide instruction Use choice to engage and motivate Offer flexible groupings Expect a variety of products to demonstrate learning

96. Embrace Student Differences  Provide assistive and accessible tools  Encourage students to create customized tools

97. Technology Resources Backpack Make pages with to-do lists, notes, files, and images. Also features a Calendar and Reminders that can be sent via email or to your cell phone at predefined times. http://www.backpackit.com UDL Editions UDL Editions take advantage of the flexibility of digital media to reach and engage all learners. Leveled supports and the Texthelp Toolbar balance challenge and support for each learner, ages 10 and up. Select your book to get started! BookBuilderBookBuilder allows you to create engaging digital books with embedded, customizable strategic hints that build reading skills for students. See also the growing library of books created and shared.

98. UDL Editions

99. TextHelp Toolbar Levels of support

100. Summary Activate backgroun d knowledge List of characters

101. Prompts

102. “Show button” Coaches

103. Vocab support

104. Literary devices

105. Author’s Craft

107. BookBuilder Home

108. Create a Book Builder Account Its Free !

109. Book Components Text Images “Coach” support Multimedi a Glossary Embedde d Sound

110. The UDL Coaches Pedro engages the affective and strategic networks by prompting readers to actively think about the text

111. The UDL Coaches Halli engages the strategic network by providing hints

112. The UDL Coaches Monty engages the recognition network by offering models of expert strategy use and think-alouds

113. Use Assessment Data to Guide Instruction  Employ progress monitoring and diagnostic tools  Facilitate students in tracking their own progress  Interpret data to guide your future instruction

114. Technology Resources National Center on Student Progress Monitoring provides you with information on progress monitoring tools to track and to chart student progress over time. See the list of reviewed tools at http://www.studentprogress.org/http://www.studentprogress.org/ Online Grading Allows teachers to create online grade, attendance, or assignment books. Parents and students can see grades online, homework calendars, and progress reports. Free! http://www.engrade.com http://www.engrade.com Graphing Let the students do the tracking! Teach young children how at http://nces.ed.gov/nceskids/createagraph/http://nces.ed.gov/nceskids/createagraph/

115. Use Choice to Engage and Motivate  Provide an array of tools that captivate students’ interest

116. Technology Resources Podcasts Search from among thousands of podcasts at the Apple store. Browse by category, review descriptive summaries, and read ratings and reviews. http://www.apple.com/itunes/store/podcasts.html Webcams “National Geographic: WildCam Africa” gives your students an up-close look at wildlife gathering at Pete’s Pond in Botswana. www.nationalgeographic.com/ngm/ Gain access to Discovery Education’s rich collection of more than 50,000 video segments from among 5,000 full-length educational videos from Discovery School and other award-winning producers. http://www.unitedstreaming.com/index.cfm

117. Offer Flexible Groupings  Mix whole class orientations with small group and peer tasks  Collaborate with groupings outside of the classroom

118. Technology Resources Online projects Rock Our World is a site for music making with global collaborations that also involve families. http://www.rockourworld.org/ http://www.rockourworld.org/ Online projects Post a book review teaser and find a pen pal at Reading Pen Pals. http://www.readingpenpals.com/index.php Virtual field trips Take your students on Virtual Field Trips from NASA, Discovery and the Weather Channel will give your students unique experiences. http://www.ciconline.org/windward

119. Expect a Variety of Products  Utilize tools that allow students to express their creativity  Encourage interaction and participation

120. Technology Resources Blogs & wikis Blogger Learn what a blog is and how to create your own in three easy steps at www.blogger.com.www.blogger.com pbwiki Get an ad-free wiki started with pre-made templates, free videos, and lots of help. http://pbwiki.com/ http://pbwiki.com/ Presentation software Add voice to presentations, pictures, or text with VoiceThread. www.voicethread.com Use digital stories to motivate students to share their stories in a unique and creative way. Digital stories can be used as alternatives for projects, summaries, and presentations. http://www.storycenter.org/ http://www.storycenter.org/

121. Back to our case story… What is Yankees Elementary School’s next step?  Teachers  Administrators  Tech Coordinators  PD Coordinators

122. Group Activity – What is your next step?  Identify two next steps to take to get you closer to your destination.

123. Keys to Technology Implementation  Team of champions  Coordinated vision and policy  Commitment to including all students  Alignment to other mandates and initiatives  Ongoing professional development  Selected stream of resources and strategies  Just in time technical assistance (TA)  Resources per Roles and Responsibilities Resources per Roles and Responsibilities  Customizable interface at My CenterMy Center  EdTech Locator EdTech Locator  www.TechMatrix.org www.TechMatrix.org

124. Distance Technical Assistance at www.cited.orgwww.cited.org  Learn Center: Features more than 700 resources tailored for teachers, administrators, technology coordinators, and PD coordinators Learn Center  Act Center: Features the EdTech Locator and 9 PD programs and models from our partners Act Center  Research Center: Features more than 20 Research in Brief articles on 5 different topics and 5 research publications Research Center  My Center: Allows registered users to bookmark resources and build custom toolkits for colleagues My Center