2121stst Century Learning, Century Learning, Future Ready Students, Future Ready Students, and the IMPACT Vision 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.

247

249

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261

2002-03 2003-04 2004-05

Compar.IMPACT

IMPACT students caught up within one year

Effect significant at p<. 0001, controlling for grade, race, exceptionality, Free/reduced lunch, sex, absenteeism

IMPACT DataReading

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.

Reading Growth 2003-2005, by Grade

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4

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Grade 3 Grade 5 Grade 8

IMPACTComparison

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G g

row

th f

rom

bas

elin

e to

Yea

r 2

Effect significant at p<. 05, controlling for free/reduced lunch, race, exceptionality, sex, absenteeism, parent education

IMPACT DataTeacher 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

60

65

70

75

80

85

90

95

100

Percentage Retained

0-3 4-7 8-10 11-15 >15

Years of Experience

Comparison

IMPACT

Note: Years in the profession was significant (Odds Ratio = 1.18, p < .03), and IMPACT was a near-significant trend (Odds Ratio = 1.52, p < .07).

IMPACT DataTechnology 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.

Student Use of Computers in Grades 3-5,

2004-05

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Percent Responding "Yes"

Core subject areas Research forReports

Word Processing Presentations

IMPACT schools

Comparison schools

What Have YOU Heard about IMPACT?

What is an IMPACT Model What is an IMPACT Model School?School?

• Technology-rich teaching and learning Technology-rich teaching and learning environmentenvironment

• Resource-rich teaching and learning Resource-rich teaching and learning environmentenvironment

• Collaboration among teachers and media and Collaboration among teachers and media and technology personneltechnology personnel

• Strong administrative leadership and supportStrong administrative leadership and support• Adequate budgetAdequate budget

What Does It Look Like?What Does It Look Like?

• Culture of reading and learningCulture of reading and learning• Collaborative lessons/instructional unitsCollaborative lessons/instructional units

– Student-centered, project-based instructionStudent-centered, project-based instruction– Based on real-life situationsBased on real-life situations– Focused on higher-order thinking, problem-solving skillsFocused on higher-order thinking, problem-solving skills– Shared successesShared successes

• Ubiquitous technologyUbiquitous technology

and all other resourcesand all other resources

Roles in an IMPACT School

• Technology Facilitator

• Media Coordinator

• Principal

• MTAC

Technology FacilitatorTechnology Facilitator

• CollaborationCollaboration• Technology literacyTechnology literacy• Staff developmentStaff development• Modeling and mentoringModeling and mentoring• Program evaluation Program evaluation • Resource provision and sharingResource provision and sharing• Technical advice and assistanceTechnical advice and assistance

Media CoordinatorMedia Coordinator

• CollaborationCollaboration• Information literacyInformation literacy• Reading appreciationReading appreciation• Program evaluationProgram evaluation• Collection Collection

developmentdevelopment• Staff developmentStaff development

PrincipalPrincipal• Leadership, support, and visionLeadership, support, and vision• Leads by exampleLeads by example• Focus on collaborative culture Focus on collaborative culture • Focus on technology-rich teaching and Focus on technology-rich teaching and

learninglearning• BudgetBudget• ScheduleSchedule• Program and personnel evaluationProgram and personnel evaluation

MTAC (Media and Technology MTAC (Media and Technology Advisory Committee)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