Instructional Technology Update

Superintendent Prince discussed this subject at the March 7 School Board meeting. Parent questions and concerns about the 1:1 program were also addressed.   The annual expense is an estimate of sustaining K-12 instructional technology in our district. This includes interactive classroom equipment, student device replacements, digital curricula, technical staff support, and professional development.

A review of 40 sets of student data files, encompassing the school years 2013-14, 2014-15, and the first half of 2015-16 was recently conducted in an effort to provide conclusive student outcomes as they related to the use of student devices.

• Middle schools and Garfield student behavior referrals have been cut in half since the implementation of the 1:1 program.
• Cheldelin and Linus Pauling Middle Schools have experienced a drop in the number of students in need of significant behavior and academic support.
• Cheldelin has had a huge drop in the number of “Red zone” students over the past three years: 15% in 2013-14, to 0.5% so far in 2015-16.
• LPMS has also had a drop in the number of students who reached the “Red zone” over the past three years: 7.9% in 2013-14, to 0% so far in 2015-16.
• Student growth in 6-8th grade OAKS reading included every student group including student’s of poverty, students of color, students with disabilities, English Language Learners.
• Student growth in 6-8 grade OAKS math included every student group except students with disabilities.

STAR data for Fall-to-Winter for Garfield and Lincoln (2^nd-5^th graders) showed improvements at both schools. In reading average scale score growth between screening windows was higher this year than last year for all grades. This was also true when comparing “approximate cohorts.” For example, 2015-16 3^rd grade growth was higher than their prior 2^nd grade year (2014-15). In math average scale score growth between screening windows was higher this year than last year for all grades except grade 2.

While this data review showed several positive results in 1:1 schools, we are careful in drawing explicit correlations. I want to caution that isolating and measuring the effect of a single intervention is an imprecise endeavor as we have not attempted to control the many variables at play in student learning. We know the single most influential factor in student achievement is teacher effectiveness. Additionally, highly effective instructional leaders are at each school and are implementing a variety of innovative and intentional programs to increase student learning.

For next year (2016-17) the proposed instruction technology budget represents an increase of $250,000 from 2015-16. Specific funding areas include upgrades in classrooms and infrastructure, classroom carts for improved device management in grades 6-8, increased professional development and staff support, devices to complete the K-8 implementation, and a doubling of high school pilot projects. Our district has retained the OSU Center for Research on Lifelong STEM Learning to conduct a research study that will further inform our instructional technology program and practices. The study will be complete late this summer.

All children deserve to be computer literate in the 21^st century. We are committed to preparing students to be knowledgeable digital citizens and to use technology responsibly both at school and at home. As part of that commitment, we plan to help parents with tools and concepts to support the age appropriate use of technology outside of school. This spring, we will increase resources for parents about digital citizenship including internet safety, information literacy, and privacy and security.

Please contact your principal if you have questions about the 1:1 instructional technology in your child’s school.

Watch the March 15 story on KMTR Eugene news.

Superintendent’s Report, March 7, 2016 (narration)