Managing the Project Implementation, Ensuring Sustainability Principals Meeting

1. Managing the Project Implementation, Ensuring Sustainability Principals Meeting

2. To get a full understanding of the various project interventions   • To discuss some strategies for ensuring full integration and sustainability of the interventions • Overview and zero in on the main interventions – Content, technology infrastructure, training, • To appreciate the metrics being used to evaluate the project Purpose of Meeting

3. Major Project Achievements to date • Plans for Completion • Some Implementation and Resource Management Strategies - the role of the Principal and SEIMC Overview of Presentation

4. To utilize current state-of-the-art ICTs in Jamaica's high schools, grades 7-11, to • Improve the quality of education • Enhance the learning experience • Improve the level of passes in the CXC CSEC exam Purposeof Project

5. 203 institutions • 166 Public high schools • 6 Public Special Schools • 16 Independent High School • 10 Colleges that train teachers for the high schools • 5 Community Colleges • Over 11,000 teachers and lecturers • Over 230,000 students (2006 statistics) • 11 subjects Scope of Project

6. PROJECT COMPONENTS Instructional Materials Continuous Assessment Technology Infrastructure Remedial Teacher Training

7. TIMs and SIMs for English, Chemistry, Mathematics, IT and Biology delivered to all schools, available on e-Ljam website, subject teachers workshops held • Materials for other subjects sourced, being delivered • Video lectures for being broadcast on PBCJ for 1st 5 subjects, contracts signed for production for remaining 6 subjects • Over 10,000 Items on website, written and reviewed by teachers, used by students to study for exams, Achievements to date

8. Audiovisuals delivered to 185 institutions , including 5 community colleges • Computer networks in 180 institutions • Over 10,500 teachers trained in basic ICT skills, over 2,800 in Technology Integration • About 454 systems administrators trained • Nearly 200 Trainer of trainers trained and Education Officers in training • 16 lecturers granted scholarships to pursue Masters degrees in Technology in Education, 8graduated , now the Instructional Technology Officer at the College Achievements to Date

9. Grade 9 Diagnostic test piloted in 2009, administered in 150 schools in English and Maths in June 2010 • Multiple Choice Marking Software now available to all schools to mark papers – uses scanners provided by the project • Central Repository i(CREM) infrastructure being established at MOE Achievements to Date

10. To expand the project to include 4 additional high schools and 16 Independent High Schools who assist the MOE • To complete sourcing and development of materials for additional 6 subjects , including for grade 7-9 • To increase Item bank to 22,000, 2000 for each subject • To complete training of teachers and lecturers • To complete establishment of the CREM • To implement a special enrichment programme to assist some in improving literacy and numeracy • To handover elements of the project for institutionalization • To develop Project #2 for Primary Schools Plans for Completion by March 2012

11. THE e-LEARNING PROJECT A Joint MITEC/MOEY Project The Network

13. TYPES OF RESOURCES • Video-taped lectures • Database resources • Interactive Software • Item Bank • Exciting Text • CD-ROMs • DVDs • Power Point Presentations

14. TYPES OF RESOURCES • Digital Video Cameras • DVD/CD Players • Scanners • Televisions • Network connectivity • Desk tops • Lap-tops • Multimedia Projectors & Screens • Interactive White Boards • Document Cameras

15. Human Resources – • All Teachers trained to level 1 or 2 in ICT skills • System Administrators trained to manage the network • Some teachers trained in technology Integration TYPES OF RESOURCES

16. Virtual Assets that have IP value • Ideas • Designs • Images • Instructional Materials • Lessons • Vignette • Story • Thesis • Power-points TYPES OF RESOURCES

17. All cost money to acquire, maintain and replace • Average investment per school • Equipment and Networks US$142,000 • Materials US$9000 • Training US$25,000 NEED FOR IMPLEMENTATION AND RESOURCE MANAGEMENT

18. All can be used • Appropriately or inappropriately • Efficiently or inefficiently • Productively or unproductively • Implementation and Resource Management strategies seek to control the use of resources to produce the best value from your investment NEED FOR IMPLEMENTATION AND RESOURCE MANAGEMENT

19. STRATEGIES FOR IMPLEMENTATION AND RESOURCE MANAGEMENT

20. e-LJam provides technical and operational guidelines / standards/best practices • Inventory being maintained • Hotline provided for reporting equipment failures, service level agreement in place for all equipment e-LJAM SUPPORT

21. SOME RESOURCE MANAGEMENT STRATEGIES

22. Regular visits and SEIMC cluster meetings for reinforcement/sharing/ problem solving • Cluster workshops on materials provided to ensure appropriate and effective usage • MOE Officers part of the monitoring process • Teachers Colleges being equipped to ensure on-going professional development of teachers , both pre-service and in-service e-LJAM SUPPORT

23. STILL TO COME • e-LJam brokering adequate insurance coverage for the schools to participate if desired • e-LJam also lobbying for Systems Administrator to be added to school establishment • MOE strategy to use the HEART Trust and Community College network to provide maintenance services • Support in planning for technology sustainability • Fully automated help desk system • Assistance with special Literacy/Numeracy enrichment programme e-LJAM SUPPORT

24. Through the MOU, Principals have undertaken to , inter alia, • Be responsible for implementation , integration and sustainability of the project interventions • Ensure that the school’s strategic plan recognizes the use and importance of the project resources in realizing the goals and objectives, short, medium and long-term • Establish a School e-Learning Implementation Committee (SEIMC), comprising heads of departments , to be responsible for the Steering/ Monitoring of the implementation of the project in the school SOME SCHOOL IMPLEMENTATION AND RESOURCE MANAGEMENT STRATEGIES

25. Identify specific tasks /areas for members of SEIMC • ICT Coordination • Training Coordination • Item Writing Coordination • Materials Coordination etc • Ensure regular SEIMC meetings • Ensure e-LJam reporting on Implementation Status SOME IMPLEMENTATION AND RESOURCE MANAGEMENT STRATEGIES

26. Maintain a Technology Plan that will align the use of the resources with the schools strategic plan • Develop a resource allocation strategy in line with the intended use of the resource and desired goals - laptops available to teachers for teaching, developing lesson plans etc, materials available to subject teachers , use of the lab for remedial work not IT, and so on • Make plans known to all staff to ensure compliance, support SOME IMPLEMENTATION AND RESOURCE MANAGEMENT STRATEGIES

27. Provide secure computer environment • Ensure adequate electrical circuitry • Secure equipment, maintain usage log • Ensure at least 2 trained System Administrators • Report on losses/theft • Develop Technology plan for maintenance and replacement of equipment SOME IMPLEMENTATION AND RESOURCE MANAGEMENT STRATEGIES

28. Ensure teachers • attend training and materials usage workshops • integrate the use of the materials and technology provided into the lesson plans • are aware of and adapt/adopt the new Technologies into their instructional delivery • Constantly go on e-Ljam website to get latest advice • Become members of International organisations such as ISTE • Ensure that Trainer of Trainers have opportunity to conduct regular reinforcement sessions SOME IMPLEMENTATION AND RESOURCE MANAGEMENT STRATEGIES

29. IMPLEMENTATION / INTEGRATION / SUSTAINABILITY

30. DISCUSSION

31. September 2010 Materials Assessment and Remediation

32. Context • We are just understanding what we are trying to improve • Intake performance GSAT 2007 2008 2009 2010 • CSEC performance 2006-2010 • Grade 7-9 curriculum realities • Teacher preparation realities • School cultures and expectations • Mathematics deficiencies • Reputation of national exam system

33. Anecdotes • Will we get the grade 9 results before they get to sixth form • Those kids you say have GSAT scores in the 60s don’t turn up • Our ninth grade class is not really that small the other kids are kind of different • When are we going to get materials that can help our kids • When they ask for lesson plans I will refer them to the website • Will we get paid to invigilate these like the ROSE • Everybody now reports English and Math percentage passes as percent of cohort

34. Quality Improvement • Situation Analysis • Materials Design • Materials Development • Materials Acquisition • Continuous Assessment • Remediation • Continuous Improvement

35. English performance is highly correlated with entering GSAT scores Despite complaints by schools doing individual science subjects these schools had the highest scores in Integrated Science Overview • The ninth grade or PRE-CXC diagnostic test is intended to track performance year on year to identify strengths and weaknesses in time to correct so that terminal performance at Grade 11 can be successful • Currently the test is administered at grade 9 in English Mathematics and Integrated Science

36. Performance Trends • 10% of schools don’t participate • 11% of students in participating schools miss exams • 81% of participants score 45% or greater on multiple choice test for English • 38% of participants score 45% or greater on Maths test

38. English comparisons 2007 gsat vs 2010gr 9

39. English comparisons 2007 gsat vs 2010gr 9

40. Integrated Science

41. Science performance • Relationship between 2007 science means at GSAT and 2010 grade 9 is linear • Low probability of future success th GSAT scores under 50 • Variance due to teacher and school intervention is apparently minimal • Denbigh, Mona, May Day, Black River over 50% • Glenmuir over 70%

42. Maths

43. Maths

44. Select results

45. Commentary One school tracks performance using GSAT ranks and scores and keeps students in line One school doesn’t get the students on the GSAT list as they mostly want to transfer “Low performing schools” receive low performing students and make minimal gains

46. Where do you think your school would be positioned? If a school in this set produced year end tests for grade 7 for grade 8 and grade 9 and you had to use them which school’s would you choose? Observations • The results shown above are for six schools for English and Maths • The English score is always higher than the Maths score • What else do you notice?

47. Non-participants KC Wolmers Boys Wolmers Girls CMA-Alpha Denham Town Mavis Bank Queens Montego Bay High Mt Alvernia Lacovia Clarendon College Garvey Maceo St Catherine High Mannings Penwood Jose Marti Troy

48. Key questions • Where do you think your school would be positioned?

49. Key questions • If the schools in this set produced year end tests for grade 7 for grade 8 and grade 9 and you had to use one which school’s would you choose?

50. What subjects would you add? What subjects would you drop? What grades would you add? Issues • What benefits have been gained from reporting grade 9 test results to your school? • How do you analyse multiple choice tests in your school?