Net Schools Impact of Technology

8/6/2019 Net Schools Impact of Technology

1/40

NetSchools Educator Series

Number 3

The Impact of NetSchools

Technology Solutions in Eight Different

Learning Environments

A research study by CRF and Associates, Inc.


2/40

Carmen Arace Middle School, Bloomfield, Connecticut

Ysleta Elementary School, El Paso, Texas


3/40

The Impact of NetSchools Technology Solutions in

Eight Different Learning Environments

CONTENTS

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ii

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

About NetSchools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

About NetSchools Orion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

About This Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Brunton School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Carmen Arace Middle School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Felton Laboratory School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Greater Latrobe Junior High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Hundred High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Rio Bravo Middle School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Towns County Middle School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Ysleta Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

By CRF and Associates, Inc.

34 Williams Drive, Annapolis, MD 21401

Sponsored by NetSchools Corporation.

NetSchools laptop solutions are powered by Hewlett-Packard and other leading hardware platforms, and connected by

Enterasys Networks, the wireless solution for schools.

i


4/40

Executive Summary

This report outlines the experiences of eight schools that, faced with concerns

about student performance and the need to prepare students for a rapidly

changing world, adopted a technology-based approach to teaching, learning and

accountability.

The schools represent different geographic areas and most serve predominantly

minority populations. In selecting NetSchools Corporation, the schools provided

students, teachers, administrators and parents with regular access to computers

and the Internet.

As the individual school reports indicate, use of the NetSchools solutions:

Substantially increased student performance, as illustrated by state andstandardized test results.

Increased student motivation, based on teacher and parent reports.

Changed the way teachers taught.

Improved home/school communication, with 24/7 access.

Transformed the learning environment.

Fostered parent and community education and school involvement.

The results are based on surveys of the instructional leaders at each school, i.e.,

the principals, who used modified versions of instruments developed by the

SouthEast and Islands Regional Technology in Education Consortium (SEIRTEC)for teachers to assess student and teacher use of technology. CRF and Associates

also examined a wide variety of other data provided by the schools, including

scores from various standardized and state assessments, to illustrate progress.

The surveys showed growth on 171 of 176 measures over the eight schools for

both students and teachers, based on the administrators perceptions. This

encompassed not only actual use of technology applications but also attitudinal

shifts.

While further study is necessary to assess the long-term impact of the NetSchools

solutions, these findings suggest that NetSchools provides a usable framework for

integrating technology into K12 schools that has a positive impact both on

student performance and school/community involvement.

ii


5/40


6/40


7/40

About This Study

This study presents a summary of the impact and benefits of NetSchools technology in eight different learning

environments. The schools vary in demographic composition, grade level, geographic situation, and

socioeconomic level. Each of these schools has special challenges that administrators hoped NetSchools would

address. They also have strengths such as leadership, access to resources, and district and state-level support that

contributed to the implementation and impacted the schools experiences with NetSchools.

In our discussion of each of the schools that are using NetSchools products, the following questions were

addressed:

What are the characteristics of the school?

How has technology impacted student activities?

Does the technology seem to work for all students, including special populations?

How do the teachers use technology?

How do school administrators evaluate the effectiveness of instructional technology at their school?

How has technology been integrated into instruction, curriculum management, and indeed, the culture

of the school?

What changes occur at different stages of implementation?

Each school report is organized into five sections:

Section A presents the demographic and background information gathered by CRF and Associates

from each school.

Section B illustrates student use of technology to enhance learning.

Section C focuses on the integration of technology by teachers and administrators in instruction,

curriculum, administrative tasks, and to enhance school-wide teaching and learning.

Section D demonstrates the impact of NetSchools technology on the culture of the school and

community.

Section E contains anecdotal and qualitative data reported by each school.

Research Tools

School data was acquired through school reports, surveys completed by school administrators and staff, media

documents, school web sites, and other public information.

A modified version of the Teacher Technology Survey, developed by the SouthEast and Islands Regional

Technology in Education Consortium (SEIRTEC), was the primary instrument used in gathering data for the

Administrator Technology Survey. The instrument, which retained its validity and reliability, was completed by

an administrator at each school site. The data gathered using this survey is displayed in the graphs in Sections

B and C.

CRF and Associates used a slightly adapted Technology and Integration Progress Gauge, developed by

SEIRTEC, to collect information from an administrator at each of the eight schools. This data is presented in

Section D.

SEIRTEC is one of six regional technology in education consortia (RTEC) funded by the U.S. Department of

Educations Office of Educational Research and Improvement. SEIRTEC is composed of educational

organizations committed to providing information, professional development, and technical assistance for

educators in the southeastern states, Puerto Rico and the US Virgin Islands, in order to support and promote

improvement in teaching.

3


8/40

Brunton School

1801 PARKER STREET SPRINGFIELD, MA 01128

NetSchools contact: Nancy Fiddler [email protected]

Section A: Demographic and Background Information

The Community

Brunton School is a K5 elementary school with 600 students and a total staff of 70 people. The student

population is 40% Hispanic, 40% Caucasian, and 20% African-American.

Special Challenges and Assets

Brunton School has a two-way bilingual program that introduces Spanish to native-English speakers and ESL

students together and creates a unique opportunity for community building. The school leadership is

committed to using technology as a teaching tool to advance student achievement and to enhance the

schools commitment to equal opportunity despite the challenges of its diversity.

Implementation of NetSchools Technology

The NetSchools one-to-one implementation has been in place for one year at Brunton School. It has been

integrated into all major courses as well as art, music, and health. The focus of these efforts has been ongrades three, four and five, including special education, gifted and talented, and at-risk student populations.

A total of 320 laptop computers are in use by the students both at home and at school. All students and

teachers participate in their curriculum accountability system.

The school has reported an increase in student achievement, engagement, and motivation. The teachers value

the accuracy of the information accessible through the web sites. Students are excited about the coolness

of working on a computer at school and at home.

Section B: Impact of Technology on Student Learning

The data gathered and displayed in the following graphs reflect the findings from the administrator survey,

adapted from the SouthEast and Islands Regional Technology in Education Consortium (SEIRTEC) Teacher

Technology Survey. The survey, which retained its validity and reliability, assessed impact on the student

(Section B), teacher and administrator (Section C) use and activities.

Administrator Technology Survey: Impact of Technology on Student Activities

4


9/40

Before NetSchools and After NetSchools are the prime factors within the parameters of the scales measured.

SCALE

FEW less than 25% of the group MANY more than 75% to 90% of the group

SOME 25% to 75% of the group MOST more than 90% to 100% of the group

Section C: Impact of Teachers Use of Technology

Administrator Technology Survey: Impact of Teachers Use of Technology

Section D: Impact on School and Community Culture

Technology Integration Progress Gauge

These graphs display the impact NetSchools has had on teaching and learning in all segments of the school.

Administrators identified the level of progress in the five domains and indicators on the Integrative Gauge of

Progress. The findings are presented in table format illustrating the four levels of effectiveness from use

Before NetSchools andAfter NetSchools.

LEVEL OF STUDENT ENGAGEMENT ENVIRONMENT FOR TEACHER ENGAGEMENT

5


10/40


11/40


12/40

Carmen Arace Middle School

390 PARK AVENUE BLOOMFIELD, CT 06002

NetSchools contact: Nancy Fiddler [email protected]


The Community

Carmen Arace Middle School focuses on grades 5-8. It is home to 860 students and their 70 teachers.

Bloomfield, Connecticut is adjacent to Hartford, the state capital. 90% of the school age population are

students of color. The community is both rural and suburban; most families earn their livings supporting the

vegetable, tobacco, and dairy farms in the area or through their affiliation with the major national insurance

company headquartered in town.


In 1996, an Education Task force was formed, committed to confronting the challenges of severe academic

deficits, a fleeing population, and old, sparse technology. The task force was willing to take bold steps to

reverse this negative tide. They believed that increased parental involvement was crucial to their success.

Implementation of NetSchools TechnologyThe district sought a solution that took full advantage of a worldwide network, provided daily access to

technology for every student, and offered a comprehensive solution. Consequently, they decided on whole

school implementation of the NetSchools Constellation system to begin in September of 1998. This included

laptops for every student and staff member, onsite training and technical assistance to support students, staff,

and parents in maximizing their new tools.

After one year of NetSchools, school officials reported that student suspensions dropped from 432 to 85 and

tardiness and absenteeism declined significantly. Additionally, Carmen Arace Middle School saw a 35%

increase in the number of sixth and eighth graders who met the state goals in reading.

The district met its enrollment goals as the population increased from 725 in 1996 to 892 students in 2000.

Principal Delores Bolton reported, Students feel more empowered and responsible for their learning. Our

culture has been redefined. Eighth grader Katherine Hypolite concurs, I taught my mom to use e-mail, and

now shes taking computer classes. Im so proud of her.

8


13/40


14/40





Progress. The findings are presented in table format illustrating the four levels of effectiveness from useBefore NetSchools andAfter NetSchools.


AVAILABILITY AND ACCESSIBILITY OF TECHNOLOGY RESOURCES

10


15/40

11

COMMUNITY INVOLVEMENT

ORGANIZATION SUPPORT FOR TECHNOLOGY

Section E: Supplementary Impact Data

After one year, student suspensions dropped from 432 to 85 and tardiness levels dropped to almost zero.

In 1999, 50% of 6th graders and 58% of 8th graders met State goals in reading, a 35% increase over the

previous year.

In 1999, writing and math scores increased approximately 25%.

In January 2000, Carmen Arace Middle School was selected for the Technology Education Excellence

Award for the Northeast Region of the USA (Region 1).

In 2001, the Connecticut Association of Schools selected Carmen Arace Middle School as the Connecticut

Middle School of the year.

With dramatically improving test scores, bright flight to private schools was stopped. The enrollment of

725 in 1996 increased to 892 in 2000.

Communication between school and home increased due to the e-mail capability for parents, students

and teachers.

The results of the comprehensive Carnegie Effective Schools Survey sponsored by the Middle Grade State

Policy Initiative showed school effectiveness improved in all areas and students and teachers were more

engaged.

Time Magazines May 1, 2000 issue featured the turn-around at Carmen Arace Middle School.

Beginning July 2001, the NetSchools technology resource person at Carmen Arace Middle School becomes

the Director of Technology for Bloomfield Public School District.


16/40


17/40


SCALE












13


18/40


19/40


As a K8 laboratory school on the campus of South Carolina State University, the mission of the Felton

School is to remain on the cutting edge of educational pedagogies. It is also the test lab for

NetSchools. It receives any new products first and assists NetSchools in evaluating their functionality and

usefulness to assure an effective, seamless system for students, parents and teachers.

In 2000, the first two South Carolina State content standards tests, known as Palmetto AchievementChallenge Tests (PACT), were given. They were in English/Language Arts and Math. Felton uses NetSchools

programs in English/Language Arts, Science and Foreign Language. The percentages of students at or

above State standards on the PACT are:

GRADE MATH ENGLISH/LANGUAGE ARTS

4 59% 82%

5 43% 77%

6 30% 53%

7 50% 71%

8 43% 80%

Next year, Felton will begin to use NetSchools program in Math. And next year, a third PACT test,

Science, will be used to assess student proficiencies.

Pre- and post-assessments show 100% of both students and teachers improved their research skills

and technology skills.

The principal reports that 100% parental participation in NetSchools training indicates parents are

supportive of the NetSchools system.

15


20/40

Greater Latrobe Junior High School

131 ARNOLD PALMER ROAD LATROBE, PA 15650

NetSchools contact: Edward Markiewicz [email protected]


The Community

Greater Latrobe Junior High School and its teaching staff of 70 serve 1050 students in grades 79. This urban,

middle class community is also home to many farms and open spaces and wide socioeconomic diversity.

Twenty-eight percent of the students are eligible for free and reduced lunch.


During the 1997-98 academic year the district appointed a Secondary Technology Committee to identify and

explore 5 key technology issues. As a result of their work and extensive research, the district chose to

implement the NetSchools system.

Implementation of NetSchools Technology

Greater Latrobe Junior High School began implementing NetSchools in December of 1998. The main areas of

focus were teacher, parent and student training, curriculum integration through technology, and technicalsupport. NetSchools is integrated into all of the major subject areas, as well as art, music, health, and

vocational education.

The program was phased in over two years while the school facility underwent renovations. Teachers received

training by department and content area during the first year. The second years instruction focused on

NetSchools Constellation.

School officials reported increased access to technology for all students as well as improved performance on

writing and math assessments. Additionally, teachers noticed that students consistently showed deeper and

more flexible uses of technology than non-laptop control groups within the district. Teachers have also varied

their styles and believe that students are learning skills that will make them more employable.

As a result of improved teaching and learning at the classroom level, Greater Latrobe Junior High School

received the state PSSA award for improved scores, which led to a $24,000 performance bonus.

16


21/40


22/40





Progress. The findings are presented in table format illustrating the four levels of effectiveness from useBefore NetSchools andAfter NetSchools.


AVAILABILITY AND ACCESSIBILITY OF TECHNOLOGY RESOURCES

18


23/40




Students performed better on local writing assessments:

7th grade scores increased to 64% in 1999 as compared with 55% in 1997



Students performed better on local math assessments:


Disciplinary referrals decreased to 578 in 2000 from 904 in 1997

The state of Pennsylvania awarded Greater Latrobe Junior High School a $25,959 Academic Performance

Award for its 50-point jump in scores on the Pennsylvania System of School Assessment (PSSA) test.

19


24/40


25/40


26/40


27/40




After one semester,

87% of students used a computer daily as compared with 24% before.

80% of students accessed the Internet daily as compared with 26% before.

78% of students used computers at home as compared with 48% before.

70% of students accessed the Internet from home as compared with 37% before.

89% of students used e-mail daily as compared with 19% before.

76% of students used spreadsheets frequently as compared with 53% before.

After one year, 144 of the 170 9th12th graders scored higher and ranked above the national mean in

every subject as well as Total Basic Skills on the Stanford Achievement Test (SAT 9).

The Web-Based Education Commission, created by the 106th US Congress, highlighted Hundred High

School as one of three case studies in The Power of the Internet for Learning.

Hundred High School was profiled by the U.S. Department of Education in its five-year technology plan,

E-learning: Putting a World Class Education at the Fingertips of All Children.

Hundred High Schools success resulted in the state funding the NetSchools system in four schools in four

other counties.

23


28/40


29/40


30/40


31/40


32/40

Towns County Middle School

1400 HIGHWAY 76 EAST HIAWASSEE, GA 30546

NetSchools contact: Louise Burke [email protected]


The Community

Towns County Middle School is located in the mountains of North Georgia. The middle school serves 260

students in grades 68 and is supported by 13 full-time teachers and 10 part-time specialists. The rural

community is 98% Caucasian with an even mix of Hispanic and Asian students. The average family income for

the county seat, Hiawassee, is $26,000; consequently 38% of the students qualify for free and reduced lunches.


In 1997, the school principal, Stephen Smith, strongly believed that access to technology would ease some of

the geographic and economic challenges that his community faced. Dissatisfied with the 6:1 student-to-

computer ratio, he made a decision to provide a computer to every teacher and student. Smith received

funding from the Appalachian Regional Commission.

Implementation of NetSchools TechnologyIn September of 1998, NetSchools Constellation implementation began with training sessions for parents and

teachers. NetSchools technology is used in all major courses plus vocational education, band and career

education.

School officials have reported a significant increase in access to computer technology with 100% of students

having access to a computer at home, compared to 25% when the initiative began. Student use of

technology has increased significantly as demonstrated by their use of e-mail to communicate with teachers

and their peers after school and during breaks, often in regard to homework. Parents are more involved in

their childrens education, enrollment in adult education classes has increased by 24%, and GED completions

have risen by 71%.

Principal Stephen Smith reports, With NetSchools, our school day has effectively been extended into

evenings, weekends and holidays. School System Administrator Julie Lamb adds, [NetSchools] has created

true equity for our student body. Before the laptops, only the kids who had computers at home had a lot of

[computer] knowledge, now they all have the same amount of knowledge available to them.

28


33/40


34/40


35/40


36/40


37/40


SCALE







These graphs display the impact NetSchools has had on teaching and learning in all segments of the school.Administrators identified the level of progress in the five domains and indicators on the Integrative Gauge of




33


38/40


39/40


Student achievement on the Texas Assessment of Academic Skills (TAAS) shows that the percentage of

students at or above Texas minimum proficiency standards for:

Reading increased to 85% in 2001 compared with 79% in 1999

Writing increased to 94% in 2001 compared with 87% in 1999

Math increased to 93% in 2001 compared with 88% in 1999 Ysleta Elementary received the Recognized award, the second highest award at the state level. To achieve

this award each student grouping by LEP, by race and by economics must achieve above the 80%

proficiency level on the TAAS rather than the minimum 70% proficiency level on the TAAS.

Parent involvement increased: Technology classes for parents offered once a week were expanded to

twice a week.

Conclusion

NetSchools Corporation technology products are being used as powerful learner-appropriate tools to improve

educational opportunities for all students.

Since NetSchools has been implemented, the eight schools have experienced many improvements in student

performance, including increased student achievement on state assessments, enhanced higher order thinking,

better basic technology skills and more efficient ways of locating and communicating information.

Teachers are adapting to the use of technology as they change methodologies to a more student-centered

approach, incorporating a variety of new teaching strategies. Teachers are using the NetSchools approach to

increase classroom management, their own efficiency and communication with students, families and

colleagues.

NetSchools has enhanced the administrative effectiveness and efficiency in many segments of all schools

participating in the study. The NetSchools system has facilitated accountability, informed decision making and

improved organization. Community support for technology has increased. Needless to say, the process forcomprehensive reform and transformation is well on its way. NetSchools technology has enabled educators to

integrate curriculum and instruction, student assessments, appropriate professional development, parent

involvement and school management. All are aligned to provide quality education, meet state standards, and

most importantly help students to take responsibility for and achieve success.

NetSchools sites have also demonstrated an increase in basic skills, as evidenced in improved letter grades,

student examinations, grades on assignments, and quality of homework completed.

As the graphs illustrate, with NetSchools, all of the schools that participated in our study, despite their diverse

sets of challenges, produced enhanced educational outcomes in 171 of the 176 areas reviewed. Without a

doubt NetSchools has changed the culture of each school by providing tools for all members to be actively

invested and personally involved in establishing teaching and learning as the schools number one priority.

35


40/40

Documents

Net Schools Impact of Technology