1. Key SINet Impacts: Immediate Impacts Predictors of Success 2-Year Sustained Impacts 7-Year Longevity Prepared by: Steven H. Shaha, PhD, DBA 1

2. Prof. Steven H. Shaha, PhD, DBA Professor, Center for Public Policy & Administration Independent Evaluator 100+ peer-reviewed publications, 200+ peer-reviewed presentations, 2 books Advisory and consulting work for 11 governments on four continents Educational work in 16 States Professor or Lectured or at 14 universities and graduate schools e.g. UCLA, Harvard, Cambridge (UK), King’s College, London University, South Manchester, Yale, Princeton, Columbia, Cornell, Zayed Univ (UAE) Advisory and consulting to 50+ non-education-focused organizations, for example: Disney, Ritz-Carlton, Coca-Cola, New Line Cinema, IBM, AT&T, Time Warner, Johnson & Johnson, Marriott, 3 Depts. of Defense, and Pharma: Sanofi, Aventis, Novartis Education: PhD, Research Methods & Applied Statistics DBA, Business Administration (PhD) MA, MEd, BS Disclosures & Bio

4. Executive Summary 4 Next Study – Aligned Seminars Next Study – Aligned Implementation Next Study – Aligned Observation 4. Advantages with Longevity into 6 th and 7 th Years 3. Advantages Sustained into Second Year of PD 360 2.Prdictors of Success High vs. Lower Engagement 1. Advantage with PD 360 versus none, Year-over-Year

5. Immediate Impacts Intent: Define year-to-year changes associated with PD 360 Participation – Systematic sample of 169 elementary schools, in 73 districts, in 19 States – Schools eligible for inclusion in the sample as participating Schools met the following criteria: More than 10 teachers total 80% or more of teachers viewed materials Minimum average of 90.0 minutes of viewing per teacher for the school – Districts included were only those for which eligible schools were included Normalized for socio-economic and demographic factors Data – Unit of measure was percent Proficient or Advanced as metric – Student performance data were captured from publically available, Internet- accessed sources Shaha SH, & Ellsworth H. Quasi-experimental Study of the Impact of On-demand Professional Development on Students Performance. International Journal of Evaluation and Research in Education (IJERE). Vol.2, no 4, Dec. 2013.

6. Immediate Impacts Shaha SH, & Ellsworth H. Quasi-experimental Study of the Impact of On-demand Professional Development on Students Performance. International Journal of Evaluation and Research in Education (IJERE). Vol.2, no 4, Dec. 2013. MATH: 11.1 net PD 360 gain in Pct Adv+Prof (p<0.001) Vs. 2.6 net gain for Districts MATH: 11.1 net PD 360 gain in Pct Adv+Prof (p<0.001) Vs. 2.6 net gain for Districts That equals: 18.9% improved year-over-year Vs. 4.2% improvement for Districts That’s 4.5 times MORE Improvement than their Districts That equals: 18.9% improved year-over-year Vs. 4.2% improvement for Districts That’s 4.5 times MORE Improvement than their Districts Reading: 10.3 net PD 360 gain in Pct Adv+Prof (p<0.001) Vs. 1.5 net gain for Districts Reading: 10.3 net PD 360 gain in Pct Adv+Prof (p<0.001) Vs. 1.5 net gain for Districts That equals: 18.1% improved year-over-year Vs. 2.5% improvement That’s 7.4 times MORE improvement than their Districts That equals: 18.1% improved year-over-year Vs. 2.5% improvement That’s 7.4 times MORE improvement than their Districts

7. 7 4.9% gain for lower engagement schools (p<.01) 18.0% gain for higher engagement schools (p<.001) Closed the Gap: 267% advantage in gains for higher engagement schools (p<.001) Nearly 4 times the impact Closed the Gap: 267% advantage in gains for higher engagement schools (p<.001) Nearly 4 times the impact Predictors of Success 0.5% gain for lower engagement schools (p=ns) 18.9% gain for higher engagement schools (p<.001) Surpassed the Gap: 3,520% advantage in gains for higher engagement schools (p<.001) 36 times greater impact Surpassed the Gap: 3,520% advantage in gains for higher engagement schools (p<.001) 36 times greater impact Shaha SH, Ellsworth H (2014). Predictors of Success for Professional Development: Linking Student Achievement to School and Educator Successes through On- Demand, Online Professional Learning. Journal of Instructional Psychology (JIP), Vol. 40, No. 1

8. Predictors of Success 8 Shaha SH, Ellsworth H (2014). Predictors of Success for Professional Development: Linking Student Achievement to School and Educator Successes through On- Demand, Online Professional Learning. Journal of Instructional Psychology (JIP), Vol. 40, No. 1

9. Intent: Quantify sustained impacts of PD360 Participation – Second Year follow-on study – Systematic sample of 169 elementary schools, in 73 districts, in 19 States – Same eligibility criteria for School versus District inclusion – Districts included were only those for which eligible schools were included Normalized for socio-economic and demographic factors Data – Unit of measure was percent Proficient or Advanced as metric – Student performance data were captured from publically available, Internet- accessed sources Glassett, K. & Shaha, S. (2014). Lessons learned from a two year implementation project: Sustaining Student Gains with Online On-demand Professional Development. In Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (pp. 660-667). Chesapeake, VA: AACE. Glassett K, Shaha S & Ellsworth H. (2014). Are Student Gains Sustainable when using Online On-demand Professional Development? Association of Teacher Educators 2014 Summer Conference. Niagara Falls, NY: The Association of Teacher Educators. August 2014. 2-Year Sustained Impacts

10. MATH vs. baseline: 16.4 net PD 360 gain in Pct Adv+Prof (p<0.001) 13.5 more net gain than respective Districts MATH vs. baseline: 16.4 net PD 360 gain in Pct Adv+Prof (p<0.001) 13.5 more net gain than respective Districts That equals: 28.1% improved from baseline (p<0.001) That’s 4.6 times MORE improvement than their Districts That equals: 28.1% improved from baseline (p<0.001) That’s 4.6 times MORE improvement than their Districts Reading vs. baseline: 17.2 net PD 360 gain in Pct Adv+Prof (p<0.001) 13.5 more net respective Districts (again) Reading vs. baseline: 17.2 net PD 360 gain in Pct Adv+Prof (p<0.001) 13.5 more net respective Districts (again) That equals: 30.2% improved from baseline (p<0.001) That’s 5.0 times MORE improvement than their Districts That equals: 30.2% improved from baseline (p<0.001) That’s 5.0 times MORE improvement than their Districts Glassett, K. & Shaha, S. (2014). Lessons learned from a two year implementation project: Sustaining Student Gains with Online On-demand Professional Development. In Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (pp. 660-667). Chesapeake, VA: AACE. Glassett K, Shaha S & Ellsworth H. (2014). Are Student Gains Sustainable when using Online On-demand Professional Development? Association of Teacher Educators 2014 Summer Conference. Niagara Falls, NY: The Association of Teacher Educators. August 2014.

11. 7-Year Longevity Intent: What is the long-term impact of PD 360 participation Design – Quasi-experimental, longitudinal study – 25 states and 78 school districts – Each district is included only in the longevity duration class to which it belongs Shaha SH, Glassett K, Ellsworth H (2015). Long-term Impact of On-demand Professional Development on Student Performance: A Longitudinal Multi-State Study. Journal of International Education Research. Vol 11(1). Glassett, K. & Shaha, S. (2014). Long-term Impact of On-demand PD on Student Performance: A Longitudinal Multi-State Study. In Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (pp. 668-671). Chesapeake, VA: AACE. Shaha, S., Glassett, K., & Ellsworth, H. (2014). Long-term Impact of On-demand PD on Student Performance: A Longitudinal Multi-State Study. 2014 International Education Conference. San Francisco, CA: The Clute Institute. August 2014.

12. 7-Year Longevity Reading gains from Baseline: 2-3 years : 5.58 net gain in pct Adv+Prof 4-5 years : 7.34 net gain in pct Adv+Prof (p=0.042) 6-7 years : 12.77 net gain in pct Adv+Prof (p=0.037) Reading gains from Baseline: 2-3 years : 5.58 net gain in pct Adv+Prof 4-5 years : 7.34 net gain in pct Adv+Prof (p=0.042) 6-7 years : 12.77 net gain in pct Adv+Prof (p=0.037) MATH gains from Baseline: 2-3 years : 2.90 net gain in pct Adv+Prof 4-5 years : 6.92 net gain in pct Adv+Prof (p=0.031) 6-7 years : 12.15 net gain in pct Adv+Prof (p=0.009) MATH gains from Baseline: 2-3 years : 2.90 net gain in pct Adv+Prof 4-5 years : 6.92 net gain in pct Adv+Prof (p=0.031) 6-7 years : 12.15 net gain in pct Adv+Prof (p=0.009) Shaha SH, Glassett K, Ellsworth H (2015). Long-term Impact of On-demand Professional Development on Student Performance: A Longitudinal Multi-State Study. Journal of International Education Research. Vol 11(1).

13. Executive Summary 13 PD360 Schools versus their Districts, Year-over-Year – Math: 11.1 Net gain in Math vs. 2.6 for District peers That’s 18.9% better than Pre vs. 4.2% better for District peers That’s 4.5 times more improvement than their peer Districts – Reading: 10.3 Net gain in Math vs. 1.5 for District peers That’s 18.1% better than Pre vs. 2.5% better for District peers That’s 7.4 times more improvement than their peer Districts Predictors of Success – Math : 13.16 Net gain in for High Observation schools versus 2.22 net gain for Lower Observation Schools That’s 24.9% improvement with High Observation & PD360 baseline versus 3.9% improvement for Lower Obs w/PD360 That’s 6.4 times more improvement for Higher Observation versus Lower – Reading: 12.47 Net gain in for High Observation schools versus 2.21 net gain for Lower Observation Schools That’s 24.6% improvement with High Observation & PD360 baseline versus 3.5% improvement for Lower Obs w/PD360 That’s 7.0 times more improvement for Higher Observation versus Lower 2-Year Sustained Advantage versus their Districts – Math : 16.4 Net gain in Math from baseline – that’s 13.5 more net gain than District peers That’s 28.1% better than baseline, which is 4.6 times more improvement than their peer Districts – Reading: 17.2 Net gain in Math from baseline – that’s 13.5 more net gain than District peers (matches Math) That’s 30.2% better than baseline, which is 5.0 times more improvement than their peer Districts 7-Year Longevity: into 6 th and 7 th Years – Math net gains : 5.58 for educational organizations with 2-3 years of PD 7.34 for orgs with 4-5 PD years 12.77 for orgs with 6-7 PD years – Reading net gains: 2.90 for educational organizations with 2-3 years of PD 6.92 for orgs with 4-5 PD years 12.15 for orgs with 6-7 PD years

14. Executive Summary 14 Next Studies Aligned Observation Aligned Seminars Aligned Implementation 4. Advantages with Longevity into 6 th and 7 th Years 3. Advantages Sustained into Second Year of PD 360 2.Prdictors of Success High vs. Lower Engagement 1. Advantage with PD 360 versus none, Year-over-Year

15. Soon to be Published 15 Observation Integrated – Math : 13.16 Net gain in for High Observation schools – versus 2.22 net gain for Lower Observation Schools 24.9% improvement with High Observation & PD360 baseline – versus 3.9% improvement for Lower Obs w/PD360 That’s 6.4 times more improvement for Higher Observation versus Lower – Reading: 12.47 Net gain in for High Observation schools – versus 2.21 net gain for Lower Observation Schools 24.6% improvement with High Observation & PD360 baseline – versus 3.5% improvement for Lower Obs w/PD360 That’s 7.0 times more improvement for Higher Observation versus Lower

16. Key Impacts: Immediate Impacts 2-Year Sustained Impacts 7-Year Longevity Predictors of Success Prepared by: Steven H. Shaha, PhD, DBA 16