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Data for Decision-Making

Data for Decision-Making. Assessing the impact of technology implementation and professional development. Shelley Chamberlain Lexington Public Schools -- Coordinator of Technology, K-12 chamberlain@sch.ci.lexington.ma.us Joanne Benton

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Data for Decision-Making

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  1. Data for Decision-Making Assessing the impact of technology implementation and professional development

  2. Shelley Chamberlain • Lexington Public Schools -- Coordinator of Technology, K-12 • chamberlain@sch.ci.lexington.ma.us • Joanne Benton • Lexington Public Schools -- Director of Elementary Education • benton@sch.ci.lexington.ma.us • Jeff Sun • Director, Sun Associates • jsun@sun-associates.com

  3. Get the Resources • www.sun-associates.com/resources/massupt • This presentation • Sample rubrics from Lexington’s evaluation projects • Technology evaluation workbook • Other program evaluation resources

  4. Lexington’s Technology Plan • Currently in 5th year of 5-Year Plan • Sun Associates has worked with the district to evaluate implementation since Year 2 • Primarily, we have evaluated technology professional development and its impact on K-8 teachers

  5. Plan Staging • Year 1-- Building Infrastructure • Year 2 -- Developing teacher basic skills • Year 3 -- Applying skills to curriculum • Year 4 -- Developing standards and competencies • Year 5 -- Refining and extending

  6. What Have We Evaluated? • Acquisition of teacher skills (Year 2) • Efficacy of professional development models (Years 2 - 5) • Teacher beliefs and attitudes related to technology, curriculum, and change • Gathering data on learnings, models, and other developments

  7. What has Lexington Learned? • Accountability • Planning -- e.g., what models do we want to promote and highlight? • Highlighting areas for continued/renewed attention -- e.g., infrastructure again!

  8. How? • Approach centers on the development of unique indicators for success • Really a subset of formative evaluation strategies developed to assess the value and impact of technology at a district level • Emphasis is on developing indicators that are unique to a district’s technology goals and objectives

  9. Why? • The point of evaluation -- whether broad or narrowly focused -- is to gather data that promotes reflection on your progress toward meeting your goals • Focused reflection drives clarity of goals and expectations... • which must be communicated to your entire community (staff, students, parents,...)

  10. Products • Goal refinement -- important for planning • Fine-tuning processes • Connecting with community expectations

  11. Connecting with the Bottom Line • What are our expectations for technology? • Are we achieving our expectations? • What is reasonable to expect? • Test scores? • Isolated effects of technology? • Impact on how teachers think about teaching and learning? • Creating the space to talk about these issues

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