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TIE Conference 2011Jackie Jessop Rising

1What is Power Up 21?Click here to see the video.Funded through ARRA (American Recovery and Reinvestment Act)The 3 main federal goals of Title IID (EETT) are to: 1.Increase student achievement through technology use 2.Close the digital divide by ensuring that all students are technology literate by the end of the 8th grade 3.Encourage effective integration of technology through teacher training and curriculum development to establish successful research-based instructional methods .two previous successful Title IID grant projects (Power Up! & Power Up Plus!) to a new level focused on the institutionalization of 21st century professional practices. This project features professional development for current and future teachers through face to face events, online learning opportunities, and the development of a teacher network.

Teachers in the partner districts will participate in a blended model of ongoing staff development over the course of the 2010-11 school year whose structure and content solidly promotes 21st century learning. Pre-service teachers and College of Education faculty from Black Hills State University will also be invited to engage in this blended model, providing a K-16 unified focus for area districts and the largest teacher education program in South Dakota.Students in the partner schools will increase their South Dakota State Test of Educational Progress (D-STEP) achievement scores through higher levels of engagement with reading and math content, including the completion of one or more projects and greater levels of interaction supported by digital tools.As a means for improving student achievement, Power Up 21 has a clear focus on those skills found in the Learning and Innovation portion of the Partnership for 21st Century Skills Framework, specifically those of Critical Thinking and Problem Solving, as this is an area of need demonstrated by the partner school districts.

2What is Power Up 21?Title II D Grant (EETT)Increase student achievement through technology use. Close the digital divide by ensuring that all students are technology literate by the end of the 8th grade. Encourage effective integration of technology through teacher training and curriculum development to establish successful research-based instructional methods.Third in series of successful Title IID grant projects

Funded through ARRA (American Recovery and Reinvestment Act)The 3 main federal goals of Title IID (EETT) are to: 1.Increase student achievement through technology use 2.Close the digital divide by ensuring that all students are technology literate by the end of the 8th grade 3.Encourage effective integration of technology through teacher training and curriculum development to establish successful research-based instructional methods .two previous successful Title IID grant projects (Power Up! & Power Up Plus!) to a new level focused on the institutionalization of 21st century professional practices. This project features professional development for current and future teachers through face to face events, online learning opportunities, and the development of a teacher network.

Teachers in the partner districts will participate in a blended model of ongoing staff development over the course of the 2010-11 school year whose structure and content solidly promotes 21st century learning. Pre-service teachers and College of Education faculty from Black Hills State University will also be invited to engage in this blended model, providing a K-16 unified focus for area districts and the largest teacher education program in South Dakota.Students in the partner schools will increase their South Dakota State Test of Educational Progress (D-STEP) achievement scores through higher levels of engagement with reading and math content, including the completion of one or more projects and greater levels of interaction supported by digital tools.As a means for improving student achievement, Power Up 21 has a clear focus on those skills found in the Learning and Innovation portion of the Partnership for 21st Century Skills Framework, specifically those of Critical Thinking and Problem Solving, as this is an area of need demonstrated by the partner school districts.

3Power Up! 2007 2008High school math and scienceWeb 2.0 tools to impact instructionIncreased student engagement and collaborationOnline learning communitiesOne-on-one coachingCreation of technology-rich learning units

Power Up+! 2008 2009K-12 all content areasWeb 2.0 tools to develop Information, Media, and Technology Skills for improved reading across the curriculum. Teacher-leader teams focused on 21st century skills and technology integration strategiesOnline learning communitiesOne-on-one coachingCreation of technology-rich learning units4Power Up 21New level focused on the institutionalization of 21st century professional practicesCritical Thinking and Problem SolvingResearch and Information FluencyProfessional development for current and future teachers face to face eventsonline learning opportunitiesdevelopment of a teacher network. Partnered with BHSU to provide a K-16 unified focus for area districts and the largest teacher education program in South Dakota.

new level focused on the institutionalization of 21st century professional practicesThis project features professional development for current and future teachers through face to face events, online learning opportunities, and the development of a teacher network.

Teachers in the partner districts will participate in a blended model of ongoing staff development over the course of the 2010-11 school year whose structure and content solidly promotes 21st century learning. Pre-service teachers and College of Education faculty from Black Hills State University will also be invited to engage in this blended model, providing a K-16 unified focus for area districts and the largest teacher education program in South Dakota.Students in the partner schools will increase their South Dakota State Test of Educational Progress (D-STEP) achievement scores through higher levels of engagement with reading and math content, including the completion of one or more projects and greater levels of interaction supported by digital tools.As a means for improving student achievement, Power Up 21 has a clear focus on those skills found in the Learning and Innovation portion of the Partnership for 21st Century Skills Framework, specifically those of Critical Thinking and Problem Solving, as this is an area of need demonstrated by the partner school districts.

5Effective InstructionIncorporates activities for students to engage at all taxonomy levelsFocuses on the highest areas of creating and evaluating

Comments about student perception data:A significant challenge for teachers is the growing disparity for students between their use of technology at home and school. Speak Up 2007 revealed a growing digital disconnect between students and their teachers and parents about the role of technology for learning, and how well schools are doing to prepare students for the jobs of the future. This disconnect is evident in the fact that 66% of school administrators, 47% of teachers, and 43% of parents say local schools are doing a good job preparing students for the jobs and careers of the future, but over 40% of middle and high school students stated that teachers limit their use of technology in schools. This disconnect exists not only for technology, but also for other areas of learning. Only 59% of South Dakota high school students in one to one laptop schools surveyed felt their school had done a good or excellent job of preparing them to think critically about ideas, problems, and current events.The reported amount of whole-class lecture represents by far the highest percentage among the three reported instructional methods, and more than half of the time students indicate they are being lead by the teacher through basic facts, or operating at the lowest level of Blooms taxonomy. Today, educators need to recognize that while knowledge is the underlying support for higher level thinking, effective instruction incorporates activities for students to engage at all of the taxonomy levels, and should focus on the highest areas of creating and evaluating. The Power Up 21 project directly addresses the need to focus on higher order thinking skills by focusing critical thinking, problem solving, and research and information fluency.

6Power Up 21 GoalsStudent Achievement Professional Development

7Student Achievement GoalsThe percentage of students scoring at the proficient and advanced levels will increase by 3% on the Dakota STEP reading and math assessments in 2011.The percentage of 8th grade students in each school meeting or exceeding proficiency will increase by 5% on the Technology Literacy Assessment in 2011.

1.Current baseline data indicates students in the partner districts score at 80% or less for proficiency in both reading and math at all grade levels. In all but one grade level for both reading and math, proficiency levels are moving further away from the Annual Measurable Objective set by the SD Department of Education.Objective 1: 80% of students in grades 5, 8, and 11 will indicate an increased frequency of involvement in critical thinking and problem solving activities on a project designed survey in May 2011. Current baseline data shows that only 59% of South Dakota high school students in one to one laptop schools surveyed feel their school has done a good or excellent job of preparing them to think critically about ideas, problems, and current events.Objective 2: 80% of students in grades 5, 8, and 11 will indicate an increased frequency of involvement in research and information fluency activities on a project designed survey in May 2011. Current baseline data shows that on a survey of South Dakota high school students in one to one laptop schools, only 32% were asked to solve real world problems weekly or more. 29% were asked to evaluate and defend their ideas or views, 26% worked in small groups to come up with a joint solution or approach to a problem or task, and just 19% were asked to work on complex problems for which there is no obvious method of solution.

2. Current baseline data indicates that statewide 8th grade students scored at the basic level on the Technology Literacy Assessment (State average 296/500).Objective 1: The percentage of 8th grade students in each school meeting or exceeding proficiency in the category of Critical Thinking, Problem Solving, and Decision Making will increase by 10% in May 2011. Current baseline data shows 8th grade students statewide scored at the basic level for critical thinking, problem solving, and decision making (State average 269/500).Objective 2: The percentage of 8th grade students in each school meeting or exceeding proficiency in the category of Research and Information Fluency will increase by 10% in May 2011. Current baseline data indicates that statewide 8th grade students scored at the basic level for research and information fluency (State average 287/500).Objective 3: 80% percent of 5th, 8th, and 11th grade students in each school will score 75% or higher in the areas of Research and Information Fluency and Critical Thinking, Problem Solving, and Decision Making on the Atomic Learning student assessment in May 2011. Current baseline data indicates that statewide 8th grade students scored at the basic level in both of these areas. This objective focuses also on 5th and 11th grade students for which no baseline data is currently available.

8Professional Development Goals90% of teachers in partner districts will increase by 5% their understanding and application of 21st Century instructional practices on the South Dakota 21st Century Skills and Technology Integration Survey in May 2011.90% of teachers will report a greater focus on increased capacity for technology use in professional development on the South Dakota Department of Educations 21st Century Skills and Technology Integration survey in May 2011.1. Current baseline data shows that in the partner districts, teachers rated their familiarity with 21st century skills as 2.47 on a 4 point scale.Objective 1: 75 % of teachers will develop and implement one targeted instructional design unit incorporating 21st century tools for research and critical thinking and post to the learning community by May 2011. Current baseline data indicates there is no existing open learning network utilized by teachers on a regular basis providing access to shared units.Objective 2: 75% of teachers will demonstrate their use of web-based collaborative tools in online learning opportunities by May 2011.Current baseline data shows that in the partner districts, teachers rated their familiarity with 21st century tools as 2.56 on a 4 point scale. Objective 3: 80% of teachers will increase by 5% their understanding of the National Educational Technology Standards for Teachers on the Teacher Assessment.There is no existing baseline data showing South Dakota teacher understanding of the NETS-T. Baseline will be collected prior to the start of the project work.

2. Current baseline data indicates that in the partner districts, teachers reported their districts professional development focused on increasing their capacity to use technology to teach students 21st century skills as 2.45 on a 4.0 scale.Objective 1: 75% of teachers will participate in at least one online collaborative professional development event by May 2011. Current baseline data indicates that in current online workshops offered through TIE, there are 80 registrations from ESA 6 and 342 registrations from ESA 7 (these are not unique so may include one person taking more than one workshop). Even if these were all unique, that would only be a participation level of 50% for the partner districts.Objective 2: 75% of building leadership team members will participate in at least one Technology and Innovation Leadership Event by June 2011. Current baseline data indicates that in the partner schools there have been only 9 leaders who have participated in this summer event. On a survey of administrators statewide in February 2008, eighty percent of the 151 respondents noted an interest of 3 or higher in participating in an event like this.Objective 3: 25% of teachers will engage in a feedback process on a regular basis as demonstrated on a project-designed survey in May 2011. Current baseline survey data from the Classroom Connections laptop initiative in 2009 indicates that only 9% of teachers participated in coaching or mentoring structures and less than 7% engaged in giving and receiving feedback to and from other teachers on a weekly basis.

921st Century Skills FocusPartnership for 21st Century Skills Framework

The Power Up 21 project provides a blend of on site training followed up with online courses and modules for increasing understanding of 21st century skills through interacting with progressive pedagogical topics such as classroom instruction that works, brain research, constructivist theory, academic vocabulary, and digital tools for learning. These topics are addressed for teacher participants, teacher education students, School of Education faculty, and for district leadership teams in the ESA 6 and 7 region, thus encouraging a shared vision throughout nearly half the state of South Dakota that is focused on 21st century skills.South Dakota is one of the twelve leadership states associated with the Partnership for 21st Century Skills. To become a P21 Leadership State, a state demonstrates commitment from the governor and chief state school officer and submits an application to P21 that describes the states plan to revise standards, create assessments and implement 21st century skills professional development programs. (http://21stcenturyskills.org/) Thus, the Power Up 21 project has as its means for improving student achievement, a clear focus on those skills found in the Learning and Innovation portion of the Partnership for 21st Century Skills Framework, specifically those of Critical Thinking and Problem Solving, as this is an area of need demonstrated by the partner school districts.

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Critical Thinking and Problem-SolvingResearch and Informational FluencyThe Power Up 21 project directly addresses the need to focus on higher order thinking skills by focusing critical thinking, problem solving, and research and information fluency.Learning and Innovation Skills Learning and innovation skills increasingly are being recognized as the skills that separate students who are prepared for increasingly complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.

1121st Century Skills FocusPartnership for 21st Century Skills Framework

Learning and Innovation Skills Learning and innovation skills increasingly are being recognized as the skills that separate students who are prepared for increasingly complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.

Critical thinking and problem solving can include the ability to collect and analyze data to identify solutions and/or make informed decisions as well as the ability to use multiple processes and diverse perspectives to explore alternative solutions as defined by Learning.com, the provider of the South Dakota Technology Literacy Assessment given to eighth grade students annually.

Within this framework, the Power Up 21 project also addresses the areas of Communication and Collaboration to promote Learning and Innovation Skills, while providing some support in the Information Literacy portion of the Framework. While the case could be made that this project addresses many more of the skills included in the Framework because the skills in reality do not exist as discrete ideologies, but rather are blended together for successful 21st century teaching and learning, the issue at hand is one of focus, and the needs of students in the project partner districts.

To promote those needs specific to the Power Up 21 project partners, all of the professional development provided will have at its core a focus aligned with one of two areas: critical thinking and problem solving or research and information fluency. Research shows there exists a link between critical thinking skills and increased student achievement in the classroom. In one study conducted by the National Assessment of Educational Progress (NAEP), Harold Wenglinsky found that teaching critical thinking is associated with higher test scores (Wenglinsky, 2000, 2002, 2003). Wenglinsky went on to state that, Instruction emphasizing advanced reasoning skills promotes high student performance (Wenglinsky, 2004).

Critical thinking and problem solving

Beyond student achievement, critical thinking skills are necessary for success in the workplace of today. According to the report, Are They Really Ready to Work? (April 2006) more than half of the employers (58%) stated that critical thinking and problem solving skills are very important for incoming high school graduates successful job performance. Of these same employers, nearly three-quarters (70%) rated recently hired high school graduates as deficient in critical thinking. Unfortunately, a widening gap has formed between the knowledge and skills students are acquiring in schools and the knowledge and skills needed to succeed in the increasingly global, technology infused 21st century workplace (Partnership for 21st Century Skills, 2005b).

Research indicates that computer technology can help support learning and is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry "by engaging students in authentic, complex tasks within collaborative learning contexts" (Roschelle, Pea, Hoadley, Gordin & Means, 2000; Means, et. al., 1993). And in a 2001 study of Enhancing Missouri's Instructional Networked Teaching Strategies (eMints) program, eMINTS students scored consistently higher on the Missouri Assessment Program (MAP) than non-eMINTS students, including eMINTS students classified as having special needs. The focus of eMINTS is to provide teachers with professional development to help integrate technology so that they can use inquiry-based teaching and emphasize critical-thinking and problem-solving skills.

In the eMINTS structure, teachers are provided with both theory and practice blending together such topics as constructivism, questioning strategies, information literacy and cooperative learning with interactive white boards, website design, blogs, and podcasting. The Power Up 21 project will be modeled after this approach to promote both progressive pedagogy enhanced by available technology and web-based collaboration tools.

Critical Thinking and Problem Solving Reason Effectively

Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation Use Systems Thinking

Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems Make Judgments and Decisions

Effectively analyze and evaluate evidence, arguments, claims and beliefs Analyze and evaluate major alternative points of view Synthesize and make connections between information and arguments Interpret information and draw conclusions based on the best analysis Reflect critically on learning experiences and processes Solve Problems Solve different kinds of non-familiar problems in both conventional and innovative ways Identify and ask significant questions that clarify various points of view and lead to better solutions

12Research & Information Fluency

Information fluency can be thought of as the convergence of information literacy, computer literacy and critical thinking, as represented in this diagram based on the article, How fluent in information technology are our students? (Educause 2001). Achieving information fluency then is dependent upon also developing information literacy, critical thinking skills, and computer literacy.Information literacy is critically important because we are surrounded by a growing ocean of information in all formats. Not all information is created equal: some is authoritative, current, reliable, but some is biased, out of date, misleading, false. The amount of information available is going to keep increasing. The types of technology used to access, manipulate, and create information will likewise expand. Information literacy also incorporates the use of problem-solving strategies for exploring, questioning, synthesizing information, applying insight to an issue, and self-evaluating the process and the product.People in the 21st century live in a technology and media-suffused environment, marked by various characteristics, including: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology.Information Literacy Access and Evaluate Information Access information efficiently (time) and effectively (sources) Evaluate information critically and competently Use and Manage InformationUse information accurately and creatively for the issue or problem at hand Manage the flow of information from a wide variety of sources Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information

13ISTE NETSISTE Standards

International Society for Technology in Education As foundational technology skills penetratethroughout our society, students will be expected to apply the basics in authentic, integrated ways to solve problems, complete projects, and creatively extend their abilities. ISTE's NETS for Students (2007) help students prepare to work, live, and contribute to the social and civic fabric of their communities.The new standards identify several higher-order thinking skills and digital citizenship as critical for students to learn effectively for a lifetime and live productively in our emerging global society. These areas include the ability to:Demonstrate creativity and innovationCommunicate and collaborateConduct research and use informationThink critically, solve problems, and make decisionsUse technology effectively and productively

14Who is involved?

15Belle FourcheBennett Co.CusterEdgemontHaakon Co.Highmore-HarroldJones Co.Kadoka AreaLead-Deadwood

Meade Co.New UnderwoodOelrichsPierreRapid City Catholic Rapid City Black HawkWallWinnerZion Lutheran

Partner SchoolsGo to the internet and look at the agendas.Hill City, Hot Springs & Lyman chose to not participate because of other ongoing projects they were involved in.Belle Fourche MS & HSCuster small group of 10 or less, met twiceBennett Co, Edgemont, Haakon Co, Highmore-Harrold, Jones Co, Kadoka, Lead-Deadwood, New Underwood, Oelrichs, RC Catholic, Wall, Winner & Zion Lutheran are all K-12Meade Co: Stagebarn, Sturgis Elem, Sturgis Williams MSPierre GMMS onlyRapid City Black Hawk Elem only16Black Hills State UniversityCollege of Education Faculty (May 2010)43 Pre-service teachers (January 2011)2 days of Professional DevelopmentTechnology Integration & 21st Century Skills

Go out to the internet and look at the agendas.17Our Team

Marcia Torgrude

Lacey Hoogland

Lennie Symes

Matt Wiebe

Sherry Crofut

Debbie ODoan

Kris Baldwin

Jackie Jessop Rising18Online CoursePilot projectPartner with BHSU3-credit online graduate course (ED 692-B801)Creation of technology-rich plan for finalDesire2Learn & Course WikiCredits go towards new K-12 certificationParticipants earn $500 stipend upon completion143 teachers and administrators

___ 6711 K-12 Classroom TechnologyEndorsement 24:15:06:61___ 6712 K-12 Distant Educator Endorsement24:15:06:62___ 6713 K-12 Technology IntegrationistEndorsement 24:15:06:63___ 6714 K-12 Technology CoordinatorEndorsement 24:15:06:6419We learned sooo much!Desire2Learn does not work like WebCt.Not all districts have the same or nearly the same permissions.We will stick with our original timelines.Face-to-face help sessions eased anxiety.Plan template is not accurate assessment of the course.Break course into 1-credit chunks.Course was microcosm of real-world classroom.Teachers want to learn more about technology and integration.Teachers want more technology available to them and students.Teachers want to be 21st Century Educators. Put sample statements here from course eval.20Cognitive CoachingSMSimple model for conversations about planning, reflecting, or problem resolvingNucleus for professional communities that honor autonomy, encourage interdependence and produce high achievement

MaryLou McGirrOne component of the Power Up 21 project with a train the trainer slant is the Cognitive Coaching training for instructional facilitators or technology integrationists in the partner districts. Cognitive coaching provides a focus on questioning that sets the stage for reflective practice and self-discovery as teachers and leaders. Through this training one person from each district will then be able to practice these techniques in his or her work with colleagues and while also training others in this dynamic process. As teachers become more adept with cognitive coaching mental frames, they increase their capacity for using them not only with colleagues but also with students to increase the amount of inquiry based classroom activities.In addition, staff who participated in the Power Up Plus project prior to this will be encouraged to continue to model and share the 21st century teaching and learning resources they developed as part of their involvement in that work, part of which was a requirement to share what they learned with colleagues. While the structure of this expectation is less concrete than some train the trainer models, it still adheres to the core concept of learning a structure well enough to then share that structure in keeping with its original intent. Cognitive CoachingSM Training: Educators who complete the Foundation Cognitive CoachingSM training will have learned the maps, skills and tools to guide someone's thinking who is struggling with planning, reflecting and/or problem resolving. Coaches are able to help people find the resources within themselves or locate resources. As a result of being coached, people become self-directed in that they are able to self-monitor, self-modify and self-manage. The process of coaching teaches the coach and the person being coached how to understand and value someone who is different from him/herself. Cognitive CoachingSM is not content specific, judgmental or evaluative. According to Joyce, B & Showers, B. (2002) Student Achievement Through Staff Development, ASCD, students and educators who are coached have a much greater attainment of outcomes in knowledge, skills and transfer implementation than with the use of any other training component.

At one level, CC is a simple model for conversations about planning, reflecting, or problem resolving. At deeper levels, CC serves as the nucleus for professional communities that honor autonomy, encourage interdependence and produce high achievement.

The Power Up 21 project hopes to see a greater level of consistency in the focus on and implementation of technology integration at all grade levels. Through the Technology and Innovation Leadership Event, school leadership teams will have an opportunity to begin discussions for improving existing structures and processes to promote technology integration for 21st century skills. In training one person from each district as a cognitive coach, the vision is for each district to have at least one technology integrationist or instructional facilitator.Shared experiences such as participation in the on site professional development, the online courses and modules, and the online network will provide numerous opportunities for staff members from a district to develop a more cohesive esprit de corps around the importance of 21st century skills and the means to effectively integrate technology.The instructional facilitator from each district who receives the Cognitive Coaching training will continue to work with administrators, teachers, and students to promote questioning and mental frames for increased inquiry based learning.

The knowledge gained from the Power Up 21 project will also be shared beyond the parameters of the project itself. Many of the resources will be used by teachers across the state and region. Workshops and conference presentations will be conducted by the project staff and teacher participants will gain the experience of presenting at the TIE conference. Often it takes just this kind of introductory experience to encourage teachers to then present at other local and regional events. A proposal will also be developed for submission to the national ISTE Conference in 2011.

Online resources compiled or created during the project will be available to anyone with an Internet connection. In particular, the online support modules developed during this project will continue to serve as a resource and means for institutionalizing the project goals. Finally, the units developed by the participants will be available to other teachers who are interested in adopting a 21st century friendly approach in their own classroom.

It is rarely possible for teachers to implement a new expectation and flourish without the support and instructional leadership provided by superintendents, principals, network administrators, and other teacher leaders. While teachers are provided with a greater number and lengthier duration of professional development, district and/or building leadership teams are not left out of the equation. Each leadership team is encouraged to participate in a summer event that will lay the groundwork for having an awareness of 21st century skills, recognizing how a 21st century learning environment might look, understanding what digital tools are available and how they can impact learning, and laying the groundwork for the utilization of these tools.

21Cognitive CoachingSMAll districts participating in PowerUp 21 can send one staff member8 days of training4 graduate credits from USF (paid by Power Up 21)$800 stipend for successful completion

Belle FourcheCusterEdgemontHaakon Co.Hot SpringsMeade

Lead-DeadwoodPierreRapid City Black HawkRapid City CatholicWallZion LutheranThe instructional facilitator from each district who receives the Cognitive CoachingSM training will then be able to practice these techniques in his or her work with colleagues in any area. Teachers become more adept with Cognitive CoachingSM mental frames, they increase their capacity for using them not only with colleagues but also with students to increase the amount of inquiry based classroom activities.

22Visit these links:Power Up!http://powerup.tie.wikispaces.netPower Up+! http://powerupplus.tie2.wikispaces.netPower Up 21http://xrl.us/PowerUp21Center for Cognitive Coachinghttp://cognitivecoaching.com

23Questions?Thank you for coming.24