AchieveIT Project

Tucson Unified School District

Tucson, AZ
 

Introduction/Overview
Organizational Change
Budget & Finance
Professional Development
Technology Infrastructure
Outcomes
Evaluation
Contact Information
 

Introduction/Overview

Achievement Improved through Technology (AchieveIT) seeks to improve student math achievement through the integration of technology into the classroom. Third- and 8th-grade students, at targeted schools, who are not meeting the state standards in math, are tutored twice per week with technology-rich lessons. One tutoring session per week is lead by a district Educational Technology Coach. The second weekly lesson is the responsibility of the school. The teachers of the targeted students are guided through the International Society for Technology in Education's (ISTE's) National Educational Technology Standards (NETS) for teachers through project-based professional development. The principals at the targeted schools are also involved in the professional development and work through ISTE's administrator standards. Educational software to support student achievement is also purchased for each project school. The project's Web site can be accessed at http://edweb.tusd.k12.az.us/achieveit.

In 2003–2004, AchieveIt focused solely on 3rd-grade students at 15 targeted schools in the district. These schools were selected through district collected data and the Arizona Learns rating system. All selected schools were labeled “maintaining” and contained a high number of 3rd-grade students not meeting state standards. All 3rd-grade students at the targeted schools who were identified by a district assessment as falling far below or approaching the state standards were selected to participate in tutoring. These students participated in tutoring related to a targeted area (i.e., reading, writing, or math), which was chosen by the school.

During the current 2004–2005 school year, through the use of the previous year’s project and district level data, math was chosen as the target area for all participating schools. Fourteen schools were selected through a similar process as the previous year. All targeted schools were labeled as either performing or underperforming on the Arizona Learns rating system and contained high numbers of 3rd-grade students not meeting the standards in math. An additional component of the program was added during this school year at a middle school. Eighth-grade students who were struggling to meet the state standards according to district assessments were chosen to participate.

At the beginning of each project year, the Educational Technology director and project manager met with the principal at each targeted school to present the project. The principal then scheduled a meeting for the teachers that would be involved in the project. During this meeting, the tutoring and professional development components of the program were presented to ensure teacher buy-in. After the teacher meeting, target students were selected, and a tutoring schedule was set up. Teachers were then given a release day to work on an instructional calendar in math. This calendar helps guide the project at each school. The technology coach and project manager could use it to provide the teachers with integration suggestions and lessons.

Educational software is purchased for each targeted school. As tutoring is up and running, the teachers and administrators are then given four more release days to work through the ISTE NETS. The teachers and principals complete classroom/school integration projects and submit them for stipends. A pre- and post-technology assessment is given to each student, teacher, and principal who participates in the project. A pre- and post-math assessment is given to each student who participates in the project.

AchieveIT Goals:

Goal 1: Ensure that identified students at targeted schools have a technology mentor that supports higher mastery levels in the areas of math and technological literacy.

Goal 2: Ensure that each 3rd-grade and identified 8th-grade teachers build their capacity for using technology as an integration and productivity tool.

Goal 3: Ensure that the identified schools have additional software to improve student technology literacy according to the Arizona State Technology Standards.

Goal 4: Provide a model for best practices in the area of technology integration for other members of the Tucson Unified School District (TUSD) community and state and national audiences, including the personnel requirements and/or personnel changes necessary to accomplish the goal as well as the impact this project has had on the structure or operation of the organization

The above goals are based on (a) the needs articulated in TUSD's long-range technology plan and the labeling system outlined by Arizona, (b) increasing the number of children moving from far below level of mastery to approaching and meeting the standards categories, and (c) increasing the limited amount of technology resources available to improve student achievement and technology literacy.

The project's focus on the area of math is identified by the district's assessment as an area of need. This assessment, aligned to the AIMS, showed that only 52.9% of 2003–2004 2nd graders had mastered the math state standards. Planning and Outreach to Impacted Stakeholders Meetings were held with principals and teachers prior to the start of the project at each school. Parents were notified of their child’s participation and were invited to visit the project's Web site throughout the school year. The project was highlighted at school open houses, in newsletters, on school Web sites, and at math nights. The project has been presented at numerous technology conferences across the state of Arizona. The technology coaches in the district have shared the Web site and resources with numerous schools across the district.

A part-time project manager was hired to write the project lessons and to organize the project details. The tutoring and professional development is carried out through the district’s 12 current Educational Technology Coaches. Each coach is assigned to one or two AchieveIT project schools. This project is an addition to the role that each coach already played at approximately ten district schools. The educational technology office manager plays a role in the financial aspect of the project. She arranges for stipends to be paid and for release days for the teachers.

Organizational Change

The AchieveIT project has changed the role of the district Educational Technology Coaches. The coaches now meet with students each week and play a more hands-on role in improving the achievement of students. They have become technology mentors to both teachers and students in the AchieveIT schools. Students in the project have also experienced a role change. These struggling math students in many classrooms have become the experts on using technology to learn math. They are called upon by their teachers and other students to model lessons that they have worked on with the Technology Coach. The project teachers and the principal at many AchieveIT schools have become a core group dedicated to using technology to improve student achievement. They are training other teachers and are modeling true technology integration.

Budget & Finance

This project was made possible through an Educational Technology Competitive Grant. During the 2003–2004 school year, the project was granted $95,000. During the current 2004–2005, the grant is $150,000. This money goes to educational software for all project schools, personnel requirements, teacher stipends, administrator stipends, and release time for teachers. Although two part-time educational technology coaches have been hired through this grant project, the project would not be possible without the district support of the Educational Technology Coaches hired through other Title funds.

Professional Development

Each project teacher and administrator is given four release days to work toward mastery of the ISTE NETS for Teachers/Administrators. During these release days, the participants work on skills and integration strategies required to complete projects. Throughout the project year, teachers and principals complete integration and productivity projects to earn stipends. Examples of these projects include Web sites, online newsletters, technology integrated lesson plans, school/classroom technology plans, reflections on teaching practices, rubrics, Web site evaluations, data collection and evaluation tools, etc.

Technology Infrastructure

The current TUSD network provided the basic infrastructure for the project. The Web site is housed on the district server and all project lessons and teacher/administrator resources are posted there. Educational software to be used in tutoring and in evaluation was purchased. Yearly subscriptions for project students were purchased to EasyTech at www.learning.com and to Study Island at www.studyisland.com. Each project school is also provided with Math Missions and The Graph Club, both Tom Snyder Products. Many of the projects lessons involve free resources found on the Internet.

Outcomes

During the first year of the project, 2003–2004, students increased their achievement scores based on their 2nd-grade district assessment and their 3rd-grade state assessments by an average of 9 percentage points in math and 11 percentage points in reading. Although not anticipated in the planning of the project, teachers reported a growth in students’ technology skills. Teacher technology skills also grew. Approximately 200 projects were completed by teachers and administrators tied to the ISTE NETS. Teachers from the previous year’s project report continued use of the integration strategies and AchieveIT lessons. During the 2004–2005 school year, it is anticipated that student’s will again raise achievement in both math and technology. In a recent survey, teachers have already reported growth in their ability to integrate technology into the classroom. Teachers also have reported student growth in mathematics skills and self-confidence in the classroom as a result of the project.

Evaluation

The most critical element of the project success is the commitment and willingness of the classroom teacher to integrate technology into his/her classroom. Some project teachers were reluctant at first, but as students experienced success the teachers became excited about the possibilities that technology held in their abilities to make a difference with students. The district technology coaches were also critical in the success. They are able to model strategies and problem solve with teachers and students. This project could be reproduced in classrooms, schools, and districts. The project lessons and professional development ideas found at the AchieveIT Web site (http://edweb.tusd.k12.az.us/achieveit) could be used as models to replicate the AchieveIT project across many grade levels and subjects. Many of the lessons integrate free resources found on the Internet. Teachers and curriculum planners could locate resources on a variety of subjects and write lessons to use in the classroom and in tutoring programs. The project based professional development model could also be implemented in a variety of settings.

Contact Information

Tamara Nicolosi
tamara.nicolosi@tusd.k12.az.us
520-225-6278