Maryland Technology Maryland Technology Literacy ProjectLiteracy Project

MICCA Business MeetingNovember 5, 2008

Technology Goal of Technology Goal of No Child Left No Child Left BehindBehind

To assist every student in crossing the digital divide by ensuring that every student is technologically literate

by the time the student finishes the eighth grade, regardless of the student's race, ethnicity, gender, family income, geographic location, or disability

Compelling Need for New Data Compelling Need for New Data CollectionCollection

MSDE has collected data on technology in Maryland schools since 1996.

Data on student, teacher, and administrator knowledge and skills have been static and one-dimensional.

MSDE must report the number of students, teachers ,and school-based administrators who are technology literate by 2009, as required by No Child Left Behind.

The updated Maryland Educational Technology Plan for the New Millennium: 2007 – 2112 calls for a more robust form of assessment related to teacher and administrator standards to identify areas of need for professional development

Compelling Need for New Data Compelling Need for New Data CollectionCollection

Local school system superintendents have requested that there be one consistent measure (OCM) for the State.

The Maryland Technology Literacy Project is an instructional initiative, rather than an assessment project.

Data will give Maryland a better picture of where we are with technology integration.

Data will help to inform professional development needed to achieve technology within local school systems.

The Maryland Measure of

Student Technology

Literacy (MMSTL)

MMSTL BackgroundMMSTL BackgroundThe Maryland Measure of Student Technology Literacy

(MMSTL) was researched and evaluated by the Maryland Technology Literacy Consortium (TLC), which is comprised of all 24 local education agencies.

The Consortium previously developed Maryland’s definition of student technology literacy and the Maryland Technology Literacy Standards for Students (MTLSS), which will be used to measure students’ technology literacy.

MMSTL AdministrationMMSTL AdministrationAll seventh grade students will take the Maryland Measure of

Student Technology Literacy (MMSTL). Local Superintendents were consulted in making the decision.

The window for the MMSTL administration is December 1, 2008, through January 16, 2009.

The MMSTL is an online tool accessed through a Web-browser.

The data collected this year is baseline data.

MMSTL ResultsMMSTL Results

Student results are reported as “proficient” or “not proficient.”

This measurement does not affect Annual Yearly Progress.

Schools will be able to see results within 48 hours of the completion of the measurement.

Student data will be available to school systems, with results being reported to the USDOE by school.

MMSTL ToolMMSTL Tool Questions on student access and practice are included at the beginning

of the measurement – as requested by Superintendents.

Each local school system selected one classroom in one middle school to field test the measurement in October.

The measurement tool is designed to be completed in one 40-minute class period.

The MMSTL is a combination of selected response and performance-based questions.

◦ A sample can be viewed at: http://www.learning.com/help/md/

Teacher & Administrator

Technology Literacy

Measurements

Teacher and Administrator Technology Teacher and Administrator Technology MeasurementsMeasurements

At the same time, MSDE has been developing the Maryland Technology Literacy Measurement for teachers and another for administrators, based on the Maryland Teacher Technology Standards (MTTS) and the Maryland Technology Standards for School Administrators (MTSSA).

Teacher and Administrator Technology Teacher and Administrator Technology MeasurementsMeasurements

Grant awarded to Baltimore County Public Schools to establish a practical and feasible way to gather data on teacher and school-based administrator technology literacy to meet federal requirements.

A statewide advisory was formed to guide the work.

Grant LeadershipGrant Leadership

Thea Jones, Baltimore County Pubic Schools, Grant DirectorThea Jones, Baltimore County Pubic Schools, Grant Director

Dr. Judith Tomelden – Retired, Prince George’s County Public Dr. Judith Tomelden – Retired, Prince George’s County Public Schools, Project ManagerSchools, Project Manager

Marlene Johnson, MSDE, Grant MonitorMarlene Johnson, MSDE, Grant Monitor

Jayne Moore, MSDE, DirectorJayne Moore, MSDE, Director

Tim Hontz – Carroll County Public Schools, Technical SupportTim Hontz – Carroll County Public Schools, Technical Support

Barbara Reeves – Retired, MSDE, Grant ConsultantBarbara Reeves – Retired, MSDE, Grant Consultant

Dr. Gail Goldberg – Retired, MSDE – Research ConsultantDr. Gail Goldberg – Retired, MSDE – Research Consultant

Edith Stevens – Macro International, Grant EvaluatorEdith Stevens – Macro International, Grant Evaluator

Shauna Clarke – Macro International, Grant EvaluatorShauna Clarke – Macro International, Grant Evaluator

Grant Advisory CommitteeGrant Advisory CommitteeRon Beazer – Baltimore City Public SchoolsRon Beazer – Baltimore City Public SchoolsJaney Mayo – Harford County Public SchoolsJaney Mayo – Harford County Public SchoolsSterlind Burke – Howard County Public SchoolsSterlind Burke – Howard County Public SchoolsLiz Neal – MSDELiz Neal – MSDEDr. John Castellani – Johns Hopkins UniversityDr. John Castellani – Johns Hopkins UniversityDebbie Ray – Anne Arundel County Public SchoolsDebbie Ray – Anne Arundel County Public SchoolsCarla Hurchalla – Wicomico County Public SchoolsCarla Hurchalla – Wicomico County Public SchoolsRick Robb – Howard County Public Schools Rick Robb – Howard County Public Schools Jill Keating – Allegany County Public SchoolsJill Keating – Allegany County Public Schools Paula Sandridge – Carroll County Public SchoolsPaula Sandridge – Carroll County Public SchoolsJulie Kimball – Dorchester County Public SchoolsJulie Kimball – Dorchester County Public SchoolsKalani Smith – Montgomery County Public SchoolsKalani Smith – Montgomery County Public SchoolsJoanne Laskowski – Talbot County Public SchoolsJoanne Laskowski – Talbot County Public SchoolsChris Voelker – Calvert County Public SchoolsChris Voelker – Calvert County Public SchoolsValerie Low – Prince George’s County Public SchoolsValerie Low – Prince George’s County Public SchoolsMelissa Woods – Montgomery County Public Schools Melissa Woods – Montgomery County Public Schools

Teacher Technology MeasurementTeacher Technology Measurement

Two 30-item forms were constructed, using items created and piloted by a previous federal grant.

Questions are based on the Maryland Teacher Technology Standards.

Two forms will be rotated from year to year.

Sample ItemSample ItemA visually impaired student received accommodations, such as larger printed texts A visually impaired student received accommodations, such as larger printed texts and modified reading excerpts. Unfortunately, these accommodations were not and modified reading excerpts. Unfortunately, these accommodations were not effective. The teacher decided to take a look at other assistive technologies to help the effective. The teacher decided to take a look at other assistive technologies to help the student. Which of the items below would be most effective for the above-mentioned student. Which of the items below would be most effective for the above-mentioned student? student?

A. Scanning/Reading technologyB. Screen magnificationC. Screen readersD. Braille displays

--------------------------------------------------------------------------------------------------A is the correct response because the Scanning/Reading technologies provide two services. First, by scanning in any of the material will enlarge text and objects for the reader. In addition, it will also read aloud information to the student.

Teacher Inventory PilotTeacher Inventory Pilot

195 teachers and library media specialists participated in the online pilot this past summer.

Each person received a raw score that reflected the number of correct responses for each standard.

Evaluators determined the cut score to be considered “technology proficient” was 19 out of 30.

Cut score was based on an overall score and did not require an individual to be proficient on all standards or a subset of all standards.

Maryland Technology Standards for Maryland Technology Standards for School AdministratorsSchool Administrators

I. LEADERSHIP AND VISION

A school administrator inspires a shared vision for the comprehensive integration of technology into the work of the school and fosters an environment and culture conducive to the realization of that vision.

II. TEACHING AND LEARNING

A school administrator ensures the integration of appropriate technologies in instruction and learning environments to maximize student achievement.

II. DATA-DRIVEN DECISION MAKING

A school administrator uses technology to access and analyze multiple sources of data to make decisions affecting the development and implementation of the School Improvement Plan.

Maryland Technology Standards for Maryland Technology Standards for School AdministratorsSchool Administrators

IV. MANAGEMENT AND OPERATIONS

A school administrator supports the use of technology for the management and operations of the school.

V. PROFESSIONAL PRACTICE AND PRODUCTIVITY

A school administrator uses technology to enhance professional practice and to increase personal productivity.

VI. SOCIAL, LEGAL, AND ETHICAL ISSUES

A school administrator understands the social, legal, and ethical issues related to technology use and ensures responsible adherence to acceptable practices.

The Maryland Technology Standards for School Administrators were adapted from ISTE NETS-A; informed by the Maryland Instructional Leadership Framework ; aligned with the Maryland Teacher Professional Development Standards ; developed by the Maryland Online Technology Profile for Administrators and Teachers Consortium, a federal Title II-D Partnership Grant; and accepted by the Maryland State Board of Education, April 24, 2007. These standards have been designed to support school-based administrators as they work to use technology effectively in all aspects of the administration of their schools.

School-based Administrator School-based Administrator InventoryInventory

Indicators from the Maryland Technology Standards for School Administrators were converted into self-assessment questions.

Focus group of administrators reacted favorably to the format and the questions this past summer.

School-based Administrator School-based Administrator Inventory PilotInventory Pilot

33 school-based administrators participated in a pilot this past summer. Each received a raw score that reflected the number of correct responses for each standard.

The cut score to be considered “technology proficient” was 81 out of 108.

Cut score was based on an overall score and did not require an individual to be proficient on all standards or a subset of all standards.

Reflection Page for AdministratorsReflection Page for Administrators Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6

Leadership & Vision

Teaching & Learning

Data Driven Decision Making

Management & Operations

Professional Practice & Productivity

Social, Legal, & Ethical Issues

My score My score My score My score My score My score

Reflection Reflection Reflection Reflection Reflection Reflection

Next Steps Next Steps Next Steps Next Steps Next Steps Next Steps

Timeline Timeline Timeline Timeline Timeline Timeline

AdministrationAdministration

Local school systems will administer inventories online to a random sample of teachers, library media specialists, and school-based administrators in spring 2009.

Working with ORC MACRO International to develop the sampling plan

How data can be used…How data can be used…

Teachers, library media specialists, and school-based administrators can use the results in planning their professional growth activities related to the use of instructional technology.

Local school systems can use the results as they plan professional development activities . . . to include appropriate technology integration.

Next StepsNext Steps• Superintendents were asked for a Primary Contact and Planning

Team.

• Training dates have been established.

• Weekly conference calls have been established for the MMSTL

• A website has been developed for MMSTL implementation.

• A web plan is in development for implementation of the teacher and administrator measurements.

• Plans are being developed for data analysis, dissemination, follow-up (e.g., resources for professional development).

Maryland Technology Maryland Technology Literacy ProjectLiteracy Project

QUESTIONS?QUESTIONS?

Contact InformationContact InformationJayne Moore, DirectorInstructional Technology & School

Library MediaDivision of Instruction Maryland State Department of

Educationjmoore@msde.state.md.us(410) 767-0382