Title Iid I3 School Visit Protocol

I3 School Visit Protocol (Adapted from © 2004 SETDA, developed in partnership with Metiri Group)

Overview The site visit is comprised of 4 activities and should take approximately 2 hours. Site visits will be led by one or more members of the I3 team for that school. o Principal Interview o Framing Discussion with I3 participants o Classroom Observations Pre-visit: Artifact Review Each school team has been asked to post the following documents to their wikispace. Prior to the visit, check which ones have been completed and remind school teams to post artifacts if they have not done so. o Vision Representation o Action Plan for Developing School’s Capacity to Integrate Technology o Technology Plan o Curriculum Maps showing technology integration o Teacher Lesson Plan Sample/(Inclusive of Rubric Guide) (3) o Student Work Sample (3) Part 1: Principal Interview (20 minutes) 1. Looking at the uses of technology in your building today, describe your level of confidence that this use is leading to student technology literacy and increased academic achievement. 2. Describe a few uses of technology in your school, instructional and administrative (emailing teachers and/or parents, school website, etc.,) that you find particularly effective or compelling. 3. Do you do any assessing or collecting of data to track student tech literacy? If yes, what type of instrument do you use (is it on Excel, Survey Monkey, etc), how often, and in which grades? How is the data maintained? 4. Do you use technology for student assessment? What do you use? How useful has it been? 5. What are the challenges that exist to truly integrate effective uses of technology in your school? 6. To what extent has your school’s participation in the I3 program affected your capacity to increase technology integration in the classroom and students’ usage of technology? Part 2: Framing discussion with I3 Team (20 minutes) 1. How do you see your role on this team (e.g., as technology specialist, instructional specialist, other)?

2. How proficient in using technology would you say the teachers in your building are? What percentage would fall into the each of these categories? _____ 1- Non-users: Teachers use little technology for their own work or in the classroom – they do not take advantage of resources in building or do not know about them. _____ 2 - Beginners: Teachers experiment with technology, but use it mainly for their own work (researching topics, grading) or for presenting material in the classroom. _____ 3: - Adapters: Teachers conduct occasional lessons with students using technology in the classroom. Technology is considered an “extra” used mainly to “motivate” students, rather than to meet specific technology standards and curricular objectives. _____ 4 - Experts: Teachers’ use of technology with students in the classroom is regular and purposeful. Teachers can design lessons that integrate technology with standards-based instruction with particular student outcomes in mind.

3. What are your goals for your work? What are your criteria for success for working with the teachers who are not participating? 4. What have been the biggest challenges that you faced in working with teachers to integrate technology? 5. What NSDC (National Staff Development Council) strategies have you used to overcome these challenges? What other strategies have you used? 6. Please briefly describe the three teachers we are going to visit today in terms of (a) their experience with integrating technology in the classroom, and (b) with regard to how you have worked with them over the course of this school year. Part III: Classroom Visits (1 hour) Each classroom observation is approximately 15 minutes. Observers will use the classroom protocol below. Part IV: Debriefing Questions with I3 Participants (20 minutes) Observer (OIT, Fordham or DDR staff) sits with I3 school team and asks debriefing questions. For example: 1. (Any clarifying question) I noticed that …. Can you explain more about ….? 2. How do you feel that the I3 program model is affecting your work with teachers? Do you feel that the model is effective? Post-visit: Analyses and Rating Following the visit observers will use a protocol to rate the level of technology integration at the school considering multiple sources of evidence.

Classroom Observation Tool (Adapted from the ISTE Classroom Observation Tool (ICOT®)

1. Setting Date: ____________________________

School: _____________________________

Observer: _________________________

Teacher: ____________________________

Grade: ____________________________

Subject: ____________________________

# Students: ________ Observation start time: ________

Observation end time: __________

2. Room description and student characteristics Site: Classroom

 Computer Lab  Mobile Lab  Library

 Other _____________

Pattern of Access to Technology (check only one)  Teacher access only  2 students per device  One presentation station  3-5 students per device  1 student per device  More than 5 students per device Comment: ____________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 3. Student Groupings (check all observed during the period)  Individual student work

 Small groups

 Student pairs

 Whole class

Comment: ____________________________________________________________________

______________________________________________________________________________

4. Teacher roles (check all observed during the period): _____ Lecturing _____ Interactive direction _____ Discussion

_____ Facilitating/Coaching _____ Modeling _____ Other (please comment)

Comment: ____________________________________________________________________

7. Learning activities (check all observed during the period) _____ _____ _____ _____ _____

Creating presentations Research Information analysis Writing Other (please comment)

_____ _____ _____ _____

Test taking Drill and practice Simulations Hands-on skill training

Summarize: ____________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________

6. Technologies used (check all observed during the period) Technology in Use

By Teacher

Calculator CD-ROM Database Desktop Computer Digital Camera Drill/Practice Software Email Graphics/Video Apps Handheld Device (iPod, Palm) Laptop Computer Library Database Outliner Podcast

By Student

Technology in Use

By Teacher

By Student

Presentation Science Probe Shared Editor/wiki Simulation Videoconferencing Spreadsheets Tablet Computer Video Camera Interactive Whiteboard Web Authoring Web Browser Blog Word Processing

___ Other (please comment): 1. How essential was technology to the teaching and learning activities? _____ _____ _____ _____

Not needed; other approaches would be better. Somewhat useful; other approaches would be as useful. Useful; other approaches would not be as effective. Essential; the lesson could not be done without it.

Comment: ____________________________________________________________________

_____________________________________________________________________________

8. To what extent did the lesson provide students with opportunities to develop the following 21st century skills (check all observed during the period) 1= not at all

2= somewhat

Visual Literacy Scientific Literacy Cultural Literacy or Global Awareness Teaming or Collaboration Skills E-Communication Skills Social or Personal Responsibility

3=to a great extent

NA = does not apply or cannot tell

 1  2  3  N/A  1  2  3  N/A  1  2  3  N/A

Self-Direction Creativity Higher-Order Thinking

 1  2  3  N/A  1  2  3  N/A  1  2  3  N/A

 1  2  3  N/A

Ability to Use RealWorld Tools Ability to Produce HighQuality Graphics Ability to Plan, Prioritize, and Manage Work

 1  2  3  N/A

 1  2  3  N/A  1  2  3  N/A

 1  2  3  N/A  1  2  3  N/A

Comment: ____________________________________________________________________

_____________________________________________________________________________ 9. To what extent was technology integrated into the curriculum? ____ Not at all; technology skills are taught and practiced as separate lessons _____ Some technology skills are integrated in the context of core curriculum lesson objectives. _____ Most technology skills are embedded in the context of core curriculum lesson objectives.

10. Rating of Instructional Activities 1= not at all 2=Moderately True NA = Does not apply or cannot tell

3=Mostly True

4 = To a great extent/Exemplary

1 2 3 4 N/A Technology was available and teachers encouraged students to use tools appropriately. The teacher appeared confident in her ability to use technology The teacher’s classroom management strategies promote efficient technology use. The teacher’s classroom management strategies promote high degrees of student self-direction. The amount and placement of technology were appropriate and sufficient to support powerful teaching and learning practices.

Artifact Description Form for Student Work (Please include with sample of student work) Date Created___________ Grade Level _________

Subject Area(s) ____________________________

Where did the idea or design of the lesson/unit within which this work was done originate? District curriculum

Self-designed

Teachers’ guide

Colleague

Online resource (please name) ______________________________________ Other (please describe) ____________________________________________ How much support did you receive to design the lesson or activity that produced this piece of work? None or hardly any (i.e., following a lesson) Some -- I received some technical assistance to design and implement the lesson/activity. Substantial – I received a significant amount of support to design and implement the lesson/activity. Who did you receive the support from? Check all who helped you: colleague

on-site coach/specialist

offsite coach/specialist

administrator,

other ______________________ Is this product typical of what all students at your grade level would produce? Yes

No

Not sure

How much teacher support did students need to produce this piece of work? None or hardly any - students developed product independently (i.e., following a lesson) Some -- teachers provided some technical or organizational assistance Substantial - teachers provided a significant amount of time and effort helping student(s) to produce this work sample Please briefly describe the lesson/unit within which this work was done: (or attach Teacher Lesson plan)

How would this student work be evaluated?

Student Work Assessment Instrument for PK - Grade 2 School:______________________________

Grade

Please use the Likert Scale Ranking: 4 = Advanced; 3 = Proficient; 2 = Basic; 1 = Novice; NA=No opportunity to observe

National Educational Technology Standards Standard 1: Creativity and Innovation Student illustrates and communicates original ideas and stories using digital tools and media-rich resources (2). Student identifies, researches, and collects data on an environmental issue using digital resources and proposes a developmentally appropriate solution (3,4).

Standard 2: Communication & Collaboration In a collaborative work group, student uses a variety of technologies to produce a digital presentation or product in a curriculum area (1,6). Student engages in learning activities with others through e-mail and other electronic means (6).

Standard 3: Research & Information Fluency Student finds and evaluates information on a particular topic using digital resources.

Standard 4: Critical Thinking, Problem Solving, & Decision Making Student independently applies digital tools and resources to address a variety of tasks and problems (6). Student uses simulations and graphical organizers to explore and depict concepts, such as the life cycle of plants (1,3).

Standard 5: Digital Citizenship Student demonstrates the safe and cooperative use of technology.

Standard 6: Technology Operations & Concepts Student communicates about technology using developmentally appropriate and accurate terminology. Student demonstrates the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites. Student selects and uses the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems (3,4). Evaluator only--Average of above criteria

Comments

Comments

Comments

Student Work Assessment Instrument for Grades 3 to 5 School:______________________________

Grade

Please use the Likert Scale Ranking: 4 = Advanced; 3 = Proficient; 2 = Basic; 1 = Novice; NA=No opportunity to observe

National Educational Technology Standards Standard 1: Creativity and Innovation Student produces a media-rich digital story or report based on original research or first-person interviews (2,3,4)

Standard 2: Communication & Collaboration Student uses digital-imaging technology to modify or create works of art for use in a digital presentation (1,6)

Standard 3: Research & Information Fluency Student recognizes bias in digital resources while researching an issue with guidance from a teacher (4). Student identifies and investigates a global issue and generates possible solutions using digital planning tools and resources (4). Student selects and applies digital tools to collect, organize, and analyze data to evaluate theories or test hypothesis (4,6)

Standard 4: Critical Thinking, Problem Solving, & Decision Making Student conducts science experiments using digital instruments and measurement devices (6). Student conceptualizes, guides, and manages individual or group learning projects using digital planning tools and teacher support (6).

Standard 5: Digital Citizenship Student demonstrates the safe and cooperative use of technology. Student practices injury prevention by applying a variety of ergonomic strategies when using technology. Student debates the effect of existing and emerging technologies on individuals, society, and the global community (6).

Standard 6: Technology Operations & Concepts Student applies previous knowledge of digital technology operations to analyze and solve current hardware and software problems (4). Evaluator only--Average of above criteria

Comments

Comments

Comments

Student Work Assessment Instrument for Grades 6 - 8 School:______________________________

Grade

Please use the Likert Scale Ranking: 4 = Advanced; 3 = Proficient; 2 = Basic; 1 = Novice; NA=No opportunity to observe

National Educational Technology Standards Standard 1: Creativity and Innovation Student creates original animations or videos documenting school, community, or local events (2,6). Student integrates a variety of file types to create and illustrate a document or presentation (6).

Standard 2: Communication & Collaboration Student describes and illustrates a content-related concept or process using a model, simulation, or concept-mapping software (1). Student participates in a cooperative learning project in an onlline community.

Standard 3: Research & Information Fluency Student evaluates digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content (4)

Standard 4: Critical Thinking, Problem Solving, & Decision Making Student gathers data, examines patterns, and applies information for decision making using digital tools and resources (1). Student employes data collection technology such as probes, handheld devices, and geographic mapping systems to gather, view analyze, and report results for content-related problms (3,6).

Standard 5: Digital Citizenship Student demonstrates the safe and cooperative use of technology. Student uses collaborative electronic authoring tools to explore common curriculum contnent from different perspectives with other learners (2,3,4)

Standard 6: Technology Operations & Concepts Student idependently develops and applies strategies for identifying and solving routine hardware and software problems (4). Student selects and uses the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems (3,4). Evaluator only--Average of above criteria

Comments

Comments

Comments

Student Work Assessment Instrument for Grades 9 - 12 School:______________________________

Grade

Please use the Likert Scale Ranking: 4 = Advanced; 3 = Proficient; 2 = Basic; 1 = Novice; NA=No opportunity to observe

National Education Technology Standards Standard 1: Creativity and Innovation Student designs, develops, and tests a digital learning game to demonstrate knowledge and skills related to curriculum content (4). Student designs a Web site that meets accessibility requirements (5).

Standard 2: Communication & Collaboration Student creates and publishes an online art gallery with examples and commentary that demonstrates an understanding of different historical periods, cultures, countries (1)

Standard 3: Research & Information Fluency Student identifies a complex global issue, develop a systematic plan of investigation, and present innovate and sustainable solutions (1,2,4)

Standard 4: Critical Thinking, Problem Solving, & Decision Making Student employs curriculum-specific simulations to practice critical-thinking processes (1) Student analyzes the capabilities and limitations of current and emerging technology resources and asses their potential to address personal, social, lifelong learning and career needs (5,6)

Standard 5: Digital Citizenship Student models legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources (3). Student creates media-rich presentations for other students on the appropriate and ethical use of digital tools and resources (1,2)

Standard 6: Technology Operations & Concepts Student selects digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness (3). Student configures and troubleshoots hardware, software, and network systems to optimize their use for learning and productivity (4). Student selects and uses the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems (3,4). Evaluator only--Average of above criteria

Comments

Comments

Comments

Analyses of Site Visit Data and School Ratings Vision & Leadership Indicators Based upon the interviews, classroom observations and artifact review, please rate the school on the following. Use the following scale to score each item: 1 = Not at all true 2 = A little true 3 = Mostly true 4 = Exemplary NA = Not applicable OR can’t tell 1

2

3

4 N/A

There is evidence that the uses of technology observed are part of a consistent, systemic adoption of technology by the school. This school is characterized by a culture of innovative practices and technology appears to be well integrated within these practices. School administrators use technology effectively and are leading the school toward more effective uses of technology in teaching, learning, and managing. The school provides comprehensive professional growth opportunities for teachers, administrators, and other staff that build their capacity to advance the vision.

Robust Access Indicators Based upon the interviews, classroom observations and artifact review, please rate the school on the following. Use the following scale to score each item: 1 = Not at all true 2 = A little true 3 = Mostly true 4 = Exemplary NA = Not applicable OR can’t tell 1

2

3

4 N/A

An appropriate and sufficient amount of technology was available to teachers and students and there was evidence that technology was in regular use. There appears to be a rich and appropriate deployment of software and online resources to support learning.

Educator Proficiency Indicators Based upon the classroom observations and artifact review, please rate the typical level of educator proficiency in the following areas. Use the following scale to score each item: 1 = Not at all true 2 = A little true 3 = Mostly true 4 = Exemplary NA = Not applicable OR can’t tell 1

Teachers in this school are proficient with the technologies that support teaching and learning. Teachers in this school are proficient in designing technologysupported lessons that are standards-based. Teachers in this school are proficient in the assessment of technology-based student products. Teachers in this school use technology to informally and formally

2

3

4 N/A

participate in professional development opportunities.

Student Impact Indicators Based upon the classroom observations and artifact review, please rate the school on the following. Use the following scale to score each item: 1 = Not at all true 2 = A little true 3 = Mostly true 4 = Exemplary NA = Not applicable OR can’t tell

It is evident that technology is being used by students to improve student learning or academic achievement. It is evident that students are acquiring 21st century skills through the use of technology.

1

2

3

4 N/A

Overall Level of Technology Development Provide an overall rating of each of the indicators using the rubric below. Vision and Leadership 1

2

3

4

1

2

3

4

1

2

3

4

1

2

3

4

Robust Access Educator Proficiency Student Impact

Level of Use

Description –

With reference to the indicator, the school… 1 – Awareness

…is still highly traditional. Technology is only beginning to make an appearance, and there is little or no change in practice, proficiency, or policy related to or resulting from technology use.

2 – Adoption

…has addressed technology in practice, proficiency, or policy. On the whole, 80% or more of teachers use technology, existing practices are automated, and policies are beginning to emerge that encourage technology use. But outside of the automation, there is very little that is actually different about what and how students, teachers, and administrators approach the work they do.

3 – Exploration

…has the qualities (i.e., automation; regular use by teachers and students) of the school that is scored at the Adoption level. In addition, however, there are occasional, effective innovations in practice, proficiency, or policy related to technology. At least 25% of teachers experiment with uses of technology that extend the quality, rigor, or relevance of what they were previously able to do.

4 – Transformation

…has the qualities (i.e., automation; regular use by teachers and students) of the school that is scored at the Adoption level. In addition, however, there are regularly effective innovations in practice, proficiency, or policy related to technology. At least 50% of teachers experiment with uses of technology that extend the quality, rigor, or relevance of what they were previously able to do. Essentially, teaching, learning, administration, and school culture have been transformed in ways that are related to technology use.