The IMPACT model aims to improve technology integration and student achievement through 1:1 technology programs, collaborative professional development, and support from instructional technology facilitators and media coordinators. Evaluation found that IMPACT schools saw increased technology use by teachers and students, with students more engaged in lessons and odds of improving test scores up to 55% higher than comparison schools. Key lessons included the importance of supportive leadership, flexible access to resources, and anticipating challenges when implementing district-wide.

1. Evaluating a K-12 Technology Integration program: IMPACTing Students and Teachers1:1 Leadership Institute – July 10, 2009Dr. Melinda Mollette,Latricia Townsend, Kim CohenJessica Huff, and Megan Townsend

2. Why Implement the IMPACT Model?effective school library media and instructional technology programs support both effective teaching and learning“Technology is generally not a direct cause of change but rather a facilitator or amplifier of various educational practices” - Lesgold, 2003 School library media and instructional technology programs are key to making education relevant. Lesgold, A. (2003). Detecting technology’s effects in complex school environments. In Evaluating Educational Technology: Effective Research Designs for Improving Learning (Means, B., and Haertel, G., Eds.). New York: Teachers College Press.

3. IMPACT InformationSupported by the North Carolina Department of Public Instruction through a U.S. Department of Education grant under the Elementary and Secondary Education Act, Enhancing Education Through Technology (EETT)Competitive Grant Schools responded to an RFP to receive fundingComplete evaluation findings will be given to the North Carolina Department of Public Instruction in September 2009

4. IMPACT School Locations in NC

5. IMPACT CohortsIMPACT I-2003-20068 Elementary/2 Middle SchoolsOne School perLEAIMPACT II-2007-2009FiveMiddle SchoolsOne School perLEAIMPACTing Leadership-2006-2008Quarterly Prof’l Development Workshops – 3 days each (2006/07)Follow-up support – 2007/08Funding distributed July 2008IMPACT III-2008-2009IMPACTing Leadership schools that locally fundeda media specialist and a technology facilitatorDistrict-wide initiative – gr. K-12 in two of the three LEA’sIMPACT IV-2008-2009Weeklong summer professional development workshop for school-level MTAC membersCentral office personnel attended IMPACT Academy District-wide initiative at upper grade levels (only gr. 3-12) in four LEA’s

6. IMPACT IV (2008-2009)Series of professional development workshops for school-level MTAC (Summer 08)Central office personnel attended IMPACT Academy (Summer 08)Based on lessons from IMPACT I/II, how do school/district leaders respond to condensed wkshps & more immediate funding of the model?

7. Asheboro City (6-12) & Kannapolis City (5-12)

8. Perquimans/Edenton-Chowan (3-12)

9. Thomasville City (4-12)Evaluation InstrumentsSchool Readiness for InnovationSchool Technology Needs Assessment (STNA)Quality of Professional DevelopmentStandards Assessment Inventory (National Staff Development Council)Technological Literacy of StudentsTechnology Skills Checklist 3-5 and 6-12Technology skills and behaviors of Teachers and AdministrationsNational Education Technology Standards for Teachers (NETS-T)National Education Technology Standards for Administrators (NETS-A)Student achievementEnd-of-Grade Tests in Reading/Math (EOG)End-of-Course Tests – High school only (EOC)

10. IMPACT Model ComponentsCollaboration

11. Supportive Leadership

12. Technology Integration

13. Flexible Access to resources

14. Professional development

15. Variety of Resources/equipment

16. Personnel (Tech Facilitator/Media Coordinator)

17. Formative Evaluation to monitor progress IMPACT ModelIMPACT Model OutcomesTeachers will integrate technology