Measuring 1:1 Results -- THE Journal

Technology & Achievement | Q&A

Measuring 1:1 Results

One CTO reveals how his district uses data-driven decision making to eke benefits from its 1:1 laptop implementation.

By Bridget McCrea
11/16/11

Four years ago Mooresville Graded School District (MGSD) in Mooresville, NC, rolled out a 1:1 laptop program that put MacBooks in the hands of all students in grades 3 through 12. Even before the computers were doled out though, Scott Smith, CTO of the 5,500-student district, said the IT team, school leaders, administrators, and teachers decided that they wanted to do more than just "hand out laptops to kids."

"We looked at the initiative as a digital conversion," said Smith, "knowing that it was completely transforming the teaching and learning environment that we were all accustomed to."

Improved student engagement, state and national assessment scores, and student attendance were a few of the district's top priorities. To achieve those goals MGSD developed a three-pronged approach that comprises the equipment itself, free value-added assessment software, and regular Scantron assessments to track progress.

Smith described the district's approach to THE Journal and talked about the tools that MGSD is using and the results it's seen from its integrated 1:1 approach.

Bridget McCrea: What initial thinking and planning went into this 1:1 implementation?

Scott Smith: When you move an entire district into a digital environment a lot of things change. What doesn't change is the fact that everything revolves around academic achievement.

We want students to succeed at or above their current grade levels. Going digital doesn't change that, but it does change the role of the teacher, student, IT facilitator, and administrator. The whole environment takes on new meaning. We looked at this 1:1 initiative as more than just the distribution of technology. We wanted to know what kind of data we'd have access to and what kind of decisions we'd be able to make based on that data.

McCrea: What tools did you use?

Smith: The state of North Carolina provides the EVAAS value-added assessment software from SAS. The predictive analysis software gives us information on students statewide, and it allows us to make predictions on student progress.

We rank students in the state on four levels [with four being "great" and one being "not doing so well"], and the software can tell us which students are predicted to make fours versus ones, twos, or threes. With this information in hand we can develop targeted intervention programs for each group.

McCrea: How do the Scantron tests come into play?

Smith: EVAAS is a just a predictive tool that doesn't necessarily reveal how the students are doing. We needed current information and the old method of teaching a lesson and then testing at the end of the semester doesn't cut it anymore. Our teachers use Scantron online assessments on a quarterly basis. The test results show where the student is at and where additional instruction is warranted. Using the quarterly tests the teachers can quickly determine prescriptive intervention for every student who needs it.

McCrea: What were the hard parts of this initiative?

Smith: Staff development was a big issue.

Before the 1:1 rollout we spent at least six months on staff development. Going from 30 kids in a room opening textbooks to 30 kids opening computers is a significant shift.

We wound up with a number of early adopters who bought into the change and a bunch of others in the middle who were saying, "Give me time and we will get there."

Then there were staff members who refused to participate and threatened to retire. We stuck to our guns and told everyone that we were moving in this direction and that everyone had to be on board.

Four years later we're still not there yet but we've definitely made progress. Getting to 100 percent is going to take a while.

McCrea: Has the district honed its data-driven strategy since rolling out the 1:1?

Scott: Yes. Everything has become more and more integrated.

Early on we knew we wanted to generate and use the data, but we really didn't know what that data was going to look like. We also knew that we needed to find out how our students were doing and how we could get them to the next level.

We had EVAAS when we started and we added Scantron shortly after that. To make sure everyone was on the same page we started holding quarterly data meetings to look at progress across all grade levels and/or departments. There is complete transparency and total accountability. If Ms. Jones is doing a phenomenal job and posting great scores, we'll ask her to work with the rest of her team. If Mr. Smith's classes aren't performing well, we'll pair him up with Ms. Jones.

McCrea: What results has the district realized over the last four years?

Smith: Our student suspension rate has gone down; our dropout rate has gone down; our attendance rate is up; our graduation rate is up; and the end-of-course exam scores in subjects like algebra I and biology are up. There's basically been a positive trend across all data when you compare 2008 to 2011.

Comments

Mon, Nov 28, 2011 Texas

The assertion that technology will not lead to advancement in education and have a significant role in the future of is ridiculous. The basic idea of education is to spread knowledge and ideas to the students and what better way to do this than giving students access to the thousands of resources available on the web that can organize information in a way a normal classroom cannot. Also more importantly making it constantly available to the students so that they don't have to rely one one source (the teacher) who doesn't have the ability to provide this 1:1 interaction. The internet, whether teachers want to believe it or not, has numerous resources that can explain information in ways teachers cannot. To assert that high school teachers can provide a better quality of education than can the infinite amount of resources available on the internet is ignorant. While teachers will remain an integral part of education (no one is stating they will be completely replaced), as a recent college graduate I can see the large effect web resources have on students ability to learn information at their pace and discretion. In college, many of the students in high level math classes do not even go to their classes and instead have determined that the most effective way for them to learn the information is from the internet where they can go at their own pace and see concepts explained in different ways that fit their learning style. For example if I were to go to a small community college, why would I not want to take advantage of lecture videos available online from MIT, which come from some of the best professors in the world as opposed to my mediocre and significantly less qualified teachers. The initial investment is pricey but when you take into account the ability to constantly update textbooks through a cloud instead of constantly replacing outdated and worn textbooks, there are a vast amount of fiscal benefits in implementing these technologies. Another added benefit is that in lower income divisions the students will now be able to access the same resources as the wealthier elite schools through these technologies, helping to level the playing field. We are seeing an opportunity to gain back our educational advantage because of our superior technological infrastructure in America. If implemented correctly and effectively this advantage will do wonders for the improvement of the education in our country as well as being at the forefront of this eventual global movement.

Mon, Nov 28, 2011 DyKnow Software Indianapolis, IN

One of the most important points this article raises is not the argument that computers can or ever should replace teachers, or that computers are the most significant addition to classrooms that any school could ever make, but that education technology has the potential to enhance every students' education. The key is, POTENTIAL. Mooresville Graded School District should be commended for their thoughtful implementation of education technology. Setting the top three goals of improving assessment, engagement and attendance is a wonderful starting point for understanding how and why the technology will be used. The professional development component is also essential to the success of a 21st century classroom. Challenges will always present themselves and improvement is always necessary, but this is true of traditional lectures, textbooks, and standardized testing. Bravo to MGSD for creatively working to improve their students' educations. More information on the exciting possibilities and successes of 1 to 1 laptop programs can be found here: http://www.dyknow.com/why-dyknow/dyknow-advantage-webinars/k-12-webinars/. Cheers!

Thu, Nov 24, 2011 Phoenix Colorado

I would like to get more info from the IT perspective. This article mentions a 6 months training program for staff but it doesn't say anything on any spending on the IT support background. In order to get the training, the district either outsources it or hires trainers (a bit hard when school districts are still laying of teachers/staff). Also, if you implement 1 thousand laptops (just an example), you need to support for that device, which means, to have an IT guy troubleshooting any sort of problem. if you already have an IT guy in place, you either hire one more guy (depending on how many computers the school already has, one guy only has 2 hands and 8 hrs a day) or again, you outsource it somehow.. unless you expect students to fix their own devices.. I would like to see the numbers how all this extra money spending is actually working for any curriculum in any school. Like someone else mentioned before, laptops or any computer device are just a tool to make things easier but it doesn't make students get better in their academic results. Students still need to make the work and the willing on doing it is not because they have a computer but the extra push they get from home and at school. thanks :)

Mon, Nov 21, 2011 Mike Mooresville, NC

I have two sons enrolled in MGSD, we have seen the benefits of the Laptop program first hand. Both of my sons use their computers daily to complete assignments, look up information out of curiosity, and yes, to play games. In addition, they use them to see their daily progress, check their homework assignments, and grades, and to stay connected at all times. No more lugging multiple books back and forth each day, tracking papers ensuring they don't get lost in the shuffle. We've seen it work. Our sons grades have improved. Laptops are turned in at the end of each school year and upgraded at the beginning of the next. Doubt as you will, I'm convinced it works and haven't seen all the numbers.

Sun, Nov 20, 2011 Mooresville, NC

I find it interesting there is no mention of increased class size, teacher layoffs, and decreased morale. As a taxpayer in the district, I feel we are doing these students an injustice. Teachers can't be replaced by computers.

Wed, Nov 16, 2011 Sonja L

What I got from this is the use of quarterly data meetings gave instructors information about how to better serve a student. This doesn't take computers or spending 6 months on learning new technology or programs. It's good teaching. Regular assessments are done in classrooms by good teachers ongoing. My fear with everyone jumping on the IT bandwagon is that private business and special interests are seeing a way to siphon public funds from schools in more creative ways. Many of these glorious IT plans fail to include students with disabilities (and requires a whole 'nuther skill set when instructing them). We are in a budget crisis. We are looking at Jan 1, 2012 "triggers" cutting education even more. To have a school district spend money on IT that will soon be obsolete and then become dependent on constant "upgrades" to stay current seems wasteful to me when I don't see a campus able to provide a full-time Occupational Therapist, Speech Therapist or Psychologist on site for students with disabilities. Priorities, people...

Wed, Nov 16, 2011 Ken Blystone West Texas

If you add computers to schools, which most all schools have done, you won't get much of a result. If, however, you transform a school with computers, you are likely to see positive results. Adding technology to serve an existing system will generally be a waste of money. But, if at the beginning it is your intention to change the school using technology, and the change is embraced by everyone and the transformation is desired, then the technology can have a significant impact on a lot of different things beyond instruction. (food service, health records, transportation, record keeping, security, and on and on...) My doctor's office and examination rooms are computerized. My bank is computerized. Shopping at Walmart is computerized. My home TV is essentially a computer that plays digital movies when I want to chill. And the music I listen to is MP3. But education is still having the debate. It's past time to stop debating and start embracing. You can even teach in the cloud if you really want to push it to the limit. blystoneclass.org

Wed, Nov 16, 2011 Gary Duerr New Jersey

A laptop is an instrument that doesn't replace a book. It requires different skills and can do different things. Looking at its impact on education would not be an even comparison. We need to retrench and re-design education so that it fits the new format we wish to put it in. There is a new dynamic at work here. The challange is to prove why something is a fact instead of saying that it is.

Wed, Nov 16, 2011 Al Wolmer Atlanta, GA

Can you provide specific information on 9-12 math improvement, including how the laptops were used and what the quantitative improvements were? Thanks!

Wed, Nov 16, 2011 Sallie Chastain Alabama

After reviewing data from several sources about the Mooresville 1:1 initiative, 20 of my educational colleagues -including elementary, middle and high school teachers and administrators,a board member, the superintendent and a few tech-savvy and not so tech-savvy personnel-visited the Mooresville district. There was solid evidence that the teachers, yes even the more seasoned ones, had been provided pre as well as continuing professional development for the implementation of quality teaching strategies utilizing technology. Students were highy engaged and obviously working in class as they normally would learning and exploring core content standard materials--no sleepers or complainers. For example, for classrooms of 30 plus 4th or 5th graders to be highly engaged in the late afternoon was exciting to see. These students where working on diffferent projects and assignments and continually pulling resources from a plethora of venues right at their table with "their' laptop. The district has highly effective measures in place for technology upgrades and very timely repairs as well--well trained high school students are supervised as they provide technical assistance--another great learning venue and effective use of an available rescoure--a student wanting to learn. Current resources are readily available to students and outdated textbooks are left at home or on the classroom tables as references. There is much positive evidence that parental involvement, proper use of technology for learning, effective learning, and a highly desirabe POSITIVE school climate have resulted. Our group of educators all came away with a wide array of positive and practical concepts that we hope to further implement within our district.

Wed, Nov 16, 2011 Nancy Willard Eugene, Oregon

So this district spent a lot of money on computers for all students. LOTS of money. And they provided 6 months of professional development. But all of the focus is on student assessment. Is this 21st Century learning? This is four years later. What does "still not there" mean in terms of teacher productive use of these computers for instructional activities? At least the Texas Technology Immersion Program program asked questions that go to where the computers were being used and how much. The TIP program spent $1,200--1,500 per computer to establish a 1:1 laptop program in selected middle schools. The fourth year evaluation revealed: "Students also estimated how often they used laptops in their English/language arts, mathematics, science, and social studies classes and for learning at home. ...(T)here were notable decreases in the fourth year for both Core-Content Learning and Home Learning. Students as a whole reported a minimal level of implementation in the fourth year for Core-Content Learning ..., suggesting that they rarely (a few times a year) or never used laptops in core-subject classrooms. Students, on average, used their laptops even less frequently for learning outside of school in the fourth year. Students reported a minimal level of laptop use for home learning each year, and the mean level of laptop use for schoolwork outside of school declined substantially in the fourth year .... Thus students, on average, used their laptops outside of school for homework and learning either not at all or to a trivial extent." Later in the TIP evaluation, is the following understatement: "Over four years, it became evident that Technology Immersion involved more than just buying laptops for students." The TIP program did not include 6 months of professional development, as this program did. Did that make a difference? It would be really important to know. It does not sound like this district is asking these important questions. I would like to know: How many teachers are making productive instructional use of these computers - and for what activities? How often are the students using the computers in their class - and for what activities? These computers are now 4 years old - with technical issues likely emerging. The district was likely also doing lots of other things that could have impacted attendance and graduation rates. The only way to assess the impact of this significant expenditure is to do an appropriate evaluation of how much these expensive backpack weights are being used and for what activities.

Wed, Nov 16, 2011 Tim Furman United States

Don't readers actually need some data here to evaluate the information in this article? The generalizations made about graduation rates, end-of-year exams, suspension, and attendance actually need to be given here. Without the data, it looks like there's an assertion that all of these measurements are improved due to the 1:1 program. That kind of conclusion seems like a stretch. Laptops basically cure everything, is the message. Surely there's more to it.

Add your Comment

Your Name:(optional)

Your Email:(optional)

Your Location:(optional)

Comment:

Please type the letters/numbers you see above

THE Journal

What is your e-mail address?

Do you have a password?