FY2007 EETT Midpoint and Final Performance Report
From Shifted Learning
Enhancing Education Through Technology Competitive Grant
Mid-point and Final Performance Report - Round 6
Midpoint Reporting period: July 1, 2007 - December 31, 2007 - Due Date: January 31, 2008
Final Reporting period: January 1, 2008 - June 30, 2008 - Due Date: August 31, 2008
Directions: Complete and submit all sections of this report, including the accompanying listing of documentation to the Wisconsin Department of Public Instruction (WDPI). The report can be submitted as an e-mail attachment to Donna Steffan at donna.steffan@dpi.state.wi.us or by fax to (608) 266-2529, or mailed to the address listed below.
Instructional Media and Technology Team
Wisconsin Department of Public Instruction
Attn: Donna Steffan
125 S Webster PO Box 7841
Madison, WI 53707-7841
For more information about completing the report, please contact Donna Steffan, EETT Competitive Grant Consultant, at (608) 267-1282 or by e-mail at donna.steffan@dpi.state.wi.us.
Project Information
EETT07 Proejct Code: 352
Project Name (Consortium or LEA): Networking Exemplary Teachers & Technology VI (CESA #3 Consortium)
Project Abstract: This proposal recruits teams of educators to develop school-wide projects celebrating their local community. Modeled after Tony Vincent’s Our City Podcast, teams will integrate emerging technologies to engage students in writing, researching, and communicating the story of their community. All learners will practice critical thinking, problem solving, communication, creativity, collaboration, information/media literacy, and contextual learning skills. Teachers will focus on developing quality assessments using Bernajean Porter’s Evaluating Digital Products as our measurement tool.
Project Contacts
Project Contact Person: Terri Iverson
Title or Role: Director of Instructional Technology
Telephone: 608.822.3276
E-mail: tiverson@cesa3.k12.wi.us
Fax: 608.822.3828
Project Manager: John Pederson
Title or Role: Curriculum & Technology Coordinator
Telephone: 608.822.3276
E-mail: jpederson@cesa3.k12.wi.us
Fax: 608.822.3828
Project Evaluator: John Pederson with Bernajean Porter
Title or Role: Consultant
E-mail: bernajean@bjpconsulting.com
Fiscal Agent: CESA #3
Officer of Fiscal Agency: Nancy Hendrickson
Title or Role: CESA #3 Administrator
Telephone: 608.822.3828
E-mail: nhendrickson@cesa3.k12.wi.us
Fax: 608.822.3828
Districts and Educators Participating in this EETT Project
District Name: Benton School District
Total Number of Classroom Teachers in project: 3
Total Number of Classroom Teachers: 24
Total Number of Library Media Specialists in project: 0
Total Number of Library Media Specialists: 1
Total Number of Administrators in project: 0
Total Number of Administrators: 1
Total Number of Students impacted by project: 15
Total Number of Students: 259
District Name: Black Hawk School District
Total Number of Classroom Teachers in project: 2
Total Number of Classroom Teachers: 44
Total Number of Library Media Specialists in project: 1
Total Number of Library Media Specialists: 1
Total Number of Administrators in project: 0
Total Number of Administrators: 2
Total Number of Students impacted by project: 15
Total Number of Students: 479
District Name: Boscobel School District
Total Number of Classroom Teachers in project: 3
Total Number of Classroom Teachers: 84
Total Number of Library Media Specialists in project: 0
Total Number of Library Media Specialists: 1
Total Number of Administrators in project: 0
Total Number of Administrators: 3
Total Number of Students impacted by project: 30
Total Number of Students: 927
District Name: Cuba City School District
Total Number of Classroom Teachers in project: 3
Total Number of Classroom Teachers: 60
Total Number of Library Media Specialists in project: 0
Total Number of Library Media Specialists: 1
Total Number of Administrators in project: 0
Total Number of Administrators: 3
Total Number of Students impacted by project: 15
Total Number of Students: 657
District Name: Darlington School District
Total Number of Classroom Teachers in project: 4
Total Number of Classroom Teachers: 74
Total Number of Library Media Specialists in project: 0
Total Number of Library Media Specialists: 1
Total Number of Administrators in project: 1
Total Number of Administrators: 3
Total Number of Students impacted by project: 15
Total Number of Students: 810
District Name: Dodgeville School District
Total Number of Classroom Teachers in project: 3
Total Number of Classroom Teachers: 125
Total Number of Library Media Specialists in project: 0
Total Number of Library Media Specialists: 4
Total Number of Administrators in project: 0
Total Number of Administrators: 4
Total Number of Students impacted by project: 15
Total Number of Students: 1372
District Name: Ithaca School District
Total Number of Classroom Teachers in project: 3
Total Number of Classroom Teachers: 32
Total Number of Library Media Specialists in project: 0
Total Number of Library Media Specialists: 1
Total Number of Administrators in project: 0
Total Number of Administrators: 1
Total Number of Students impacted by project: 60
Total Number of Students: 351
District Name: Richland School District
Total Number of Classroom Teachers in project: 3
Total Number of Classroom Teachers: 134
Total Number of Library Media Specialists in project: 0
Total Number of Library Media Specialists: 3
Total Number of Administrators in project: 1
Total Number of Administrators: 4
Total Number of Students impacted by project: 15
Total Number of Students: 1477
District Name: River Ridge
Total Number of Classroom Teachers in project: 3
Total Number of Classroom Teachers: 51
Total Number of Library Media Specialists in project: 1
Total Number of Library Media Specialists: 1
Total Number of Administrators in project: 1
Total Number of Administrators: 2
Total Number of Students impacted by project: 140
Total Number of Students: 558
District Name: Seneca School District
Total Number of Classroom Teachers in project: 2
Total Number of Classroom Teachers: 35
Total Number of Library Media Specialists in project: 0
Total Number of Library Media Specialists: 1
Total Number of Administrators in project: 0
Total Number of Administrators: 1
Total Number of Students impacted by project: 15
Total Number of Students: 313
District Name: Wauzeka School District
Total Number of Classroom Teachers in project:3
Total Number of Classroom Teachers: 30
Total Number of Library Media Specialists in project: 0
Total Number of Library Media Specialists: 0
Total Number of Administrators in project: 0
Total Number of Administrators: 2
Total Number of Students impacted by project: 15
Total Number of Students: 329
District Name: St. Mary's School
Total Number of Classroom Teachers in project: 2
Total Number of Classroom Teachers: 15
Total Number of Library Media Specialists in project: 0
Total Number of Library Media Specialists: 0
Total Number of Administrators in project: 0
Total Number of Administrators: 1
Total Number of Students impacted by project: 15
Total Number of Students:
District Name: St. Joseph's School
Total Number of Classroom Teachers in project: 1
Total Number of Classroom Teachers: 10
Total Number of Library Media Specialists in project: 0
Total Number of Library Media Specialists: 0
Total Number of Administrators in project: 0
Total Number of Administrators: 1
Total Number of Students impacted by project: 15
Total Number of Students:
Online Learning Impact
Total Number of Students participating in a form of online learning via this project to date: 0
Briefly explain this form of online learning.
Total Number of Educators participating in a form of online learning via this project to date: 40
Briefly explain this form of online learning.
Online learning at the front end of this project has consisted mainly of teachers being able to access resources (tutorials, rubrics, etc) online through our grant support website. Student generated projects will be shared online in the second half of our project.
Additional Comments:
Note unique circumstanced for the district, things that worked well, lessons learned, etc:
How did this project particularly benefit this region:
What would be the effect if this effort is not continued in subsequent years:
Program Performance Goal Progress
Goal #1: Student Technology Literacy, Wisconsin Model Academic Final Status, and 21st Century Skills
Consortium members will collect and analyze data regarding student technology literacy and compare that against what it means to be a 21st century learner according to materials provided by the Partnership for 21st Century Skills.
Objective #1a: All 8th grade students in consortium districts will participate in TechPoints Information Literacy Assessment for a second year to gather data for reporting and planning purposes
| Implementation | Indicators | Method, Measure, Data Source | Frequency | MidPoint Status | Final Status |
| Consortium 8th grade students will take the TechPoints Literacy Assessment | Survey Scheduled for April & May 2008 | TechPoints | One Time | N/A |
Objective #1b: All collaborative teams will receive materials, professional development, and reflect upon what it means to be a 21st century learner according to the information provided by the Partnership for 21st Century Skills.
| Implementation | Indicators | Method, Measure, Data Source | Frequency | MidPoint Status | Final Status |
| Distribute materials regarding Partnership for 21st Century Skills | Complete | Partnership for 21st Century Skills Information | N/A | Complete | Complete |
| Presentation at regional cluster days about “21st century learners” | Complete |
Partnership for 21st Century Skills Information, Available Materials and Supporting Professional Development at EETT Grant Website | Ongoing | Complete | Complete |
Progress on Goal #1 to be achieved by June 30th, 2009
We'll be conducting our 8th Grade Technology Literacy Assessment (TechPoints) during the Spring of 2008. Data will be published and compared to our baseline results from the FY2007 project.
In January 2008, is your project on track to reach the June 30, 2008 benchmarks as projected in your Project Evaluation Plan?Yes
In January 2008, is your project on track to reach the June 30, 2008, student achievement benchmarks projected in your Project Evaluation Plan?Yes
In June 2009 did your project reach the students achievement benchmarks projected in your Project Evaluation Plan?
Goal #2: Community Engagement
Collaborative teams, including students, will use this project as an opportunity to engage their local communities using technology.
Objective #2a: All collaborative teams, including students, will identify ways to incorporate community members outside of their school into their project design.
| Implementation | Indicators | Method, Measure, Data Source | Frequency | MidPoint Status | Final Status |
| Teachers and students will identify community voices to include in the final podcast celebrating “Our City” | Inclusion of community in developing their project. | Anecdotal evidence gathered during ongoing check-ins. | Ongoing. | Project planning and implementation in the schools has yielded a few great examples of students engaging local historians, businesses, school personnel, and local government personnel to tell stories about their communities. | |
| Community members are involved in final product. | Inclusion of community in their final project. | Final projects. | N/A | N/A |
Objective #2b: All collaborative teams, including students, will share final project online and with community (e.g. presentation to community group, posted online for community, sharing with other districts)
| Implementation | Indicators | Method, Measure, Data Source | Frequency | MidPoint Status | Final Status |
| Final projects are posted online for dissemination | Project posted online. | Checklist. | N/A | N/A | |
| Project information is publicized regionally | Project publicized regionally. | Email, newsletter inclusion. | April/May 2008 | N/A | |
| Teacher teams will share their “community impact” stories during final dissemination activity | Inclusion in agenda for April 30th project celebration. | Audio and or video collection of these community impact stories. | April 30th, 2008 | N/A |
Progress on Goal #2 to be achieved by June 30th, 2009
Final projects, due April 30th, 2008, will yield the results we are looking for through Goal #2: Community Engagement. Observations and evidence through check-ins indicates that all groups are involved in engaging community during the production phases of their proejct.
In January 2008, is your project on track to reach the June 30, 2008 benchmarks as projected in your Project Evaluation Plan?Yes
In January 2008, is your project on track to reach the June 30, 2008, student achievement benchmarks projected in your Project Evaluation Plan?Yes
In June 2009 did your project reach the students achievement benchmarks projected in your Project Evaluation Plan?
Goal #3: Improving Instructional Practices
Consortium members will use emerging technologies and research based assessment practices to create and disseminate student-generated digital products that go beyond the literacy/adapting uses and get to transformative examples of technology integration.
Objective #3a: All collaborative teams (40 people) will participate in a two-day assessment and project design seminar with Bernajean Porter.
| Implementation | Indicators | Method, Measure, Data Source | Frequency | MidPoint Status | Final Status |
| Select team members from districts | Teams Selected | Roster | N/A | Registration and participation by teacher teams was much improved from previous projects. We had one private school withdraw from the project after the start of the project. | N/A |
| Implement two-day project design seminar. Teachers receive tools and training | Attendance | Attendance | N/A | Complete | Complete |
| Districts bring exemplary examples of student projects for baseline data | The FY2007 project took the form and feel of a continued (yet improved) implementation of our FY2006 "examining student digital projects" work. Our baseline data will include examples and reflections from FY2006 as well as evidence collected nationally through Bernajean Porter's work in examining student projects and using them as a body of evidence. | Qualitative Analysis | Improvements Over FY2006 | Projects are still in development within the schools. Continued reflection and conversation regarding improvements over last years' projects are happening among members of the grant leadership team. We continue to strive to coach participants beyond the basic "summary reports", a major fault in the baseline data collected in our FY2006 project. We are also observing much more planning, collaboration, and "project based learning" feel happening in the schools over last year. | N/A |
Objective #3b: All collaborative teams will implement and assess projects to determine whether they reached a “transformative” level defined by scoring guides. Progress checks, reflections, and dissemination occur twice during implementation.
| Implementation | Indicators | Method, Measure, Data Source | Frequency | MidPoint Status | Final Status |
| Implement midpoint seminar. Further assessment and tools training | Scheduled and Implemented. See for Agenda | Attendance | One Time Event | Complete | Complete |
| Implement regional cluster seminar for teams to work together locally. Continued tools training | Our concept of "regional" gathering days didn't work as intendended. We have been using grant funds to free teams of teachers and students on a district by district basis during the January - April timeline to give them in-depth time to work on the project. | Attendance | Single Day Event | 75% Completion |
Objective #3c: All collaborative teams will participate in final dissemination/celebration and will use scoring guides to collect data regarding our progress towards “transformative”. All 13 projects will be at transformative level.
| Implementation | Indicators | Method, Measure, Data Source | Frequency | MidPoint Status | Final Status |
| Implement final dissemination and celebration seminar | TBD | TBD | April 30th, 2008 | N/A | |
| Pairs of teachers will score the final projects during the final dissemination seminar | TBD | TBD | April 30th, 2008 | N/A | |
| Pairs will group with two other pairs to provide a group meta summary evaluation | TBD | TBD | April 30th, 2008 | N/A | |
| Grant evaluation team will correlate baseline and final data | TBD | TBD | May 2008 | N/A |
Objective #3d: All educators provide professional reflections on classroom assignments and student work samples online and at designated events.
| Implementation | Indicators | Method, Measure, Data Source | Frequency | MidPoint Status | Final Status |
| Teachers provide an audio and/or video reflection for final project | TBD | Audio and/or video capture of relfections. | April 30th, 2008 | N/A | |
| All project participants will use online tools to share, reflect, and disseminate information | Our grant website has evidence of online dissemination of information. Upon project completion we will add student project examples to this site. | See Grant Website | Ongoing | Ongoing |
Progress on Goal #3 to be achieved by June 30th, 2009
As mentioned in the above table, we've changed the focus of our baseline data to include the work generated by our FY2007 projects and other related student generated projects. We are in the process of collecting qualitative data through observations, feedback, and written reflections. We are working this spring to quantify this data. Final projects will be scored by participants during our April 30th, 2008 workshop.
In January 2008, is your project on track to reach the June 30, 2008 benchmarks as projected in your Project Evaluation Plan?Yes
In January 2008, is your project on track to reach the June 30, 2008, student achievement benchmarks projected in your Project Evaluation Plan?Yes
In June 2009 did your project reach the students achievement benchmarks projected in your Project Evaluation Plan?
Program Effectiveness and Evaluation
Directions: Provide answers to the program questions using the table format below. Note that answers must align with information contained in Section III: Program Documentation and apply only to students and teachers in the application “target group.”
Evaluating Grant Activites that Increase the Ability of Teachers to Teach
This grant requires evaluation of grant activities that increase the ability of teachers to teach. Include the total number of teachers, library media specialists, and administrators trained by each professional development activity.
- Describe the type and number of professional development activities implemented
- Between July 1, 2008 through December 31, 2008 and
- Between January 1, 2009 and June 30, 2009.
- Describe the impact your project is having on the ability of teachers and library media specialists to effectively use instructional technology and information problem-solving within their classrooms/library media centers related to the project’s professional development. For example, what are teachers doing differently as a result of this professional development?
Include specific activities and common data elements collected in the description. If the grant activities do not appear to be positively impacting the ability of teachers to teach, please explain any planned program adjustments. This is to be a single narrative addressing all activities.
Evaluating Grant Activities that Increase the Integration of Technology in the Curriculum
This grant requires evaluation of grant activities that integrate technology in the curriculum.
- Describe the type and number of instructional activities that are part of your EETT project that focused on Wisconsin’s Model Academic Standards for Information & Technology Literacy integration into the school’s curriculum as of December 31, 2008 and a second time as of June 30, 2009.
- Indicate the total number of teachers and library media specialists who have implemented these instructional activities as of December 31, 2008 that are part of your EETT project.
- Indicate the total number of students who participated in these learning activities as of December 31, 2008 that are part of your EETT project.
- Describe the impact your EETT Project is having on integrating information & technology literacy in the curriculum. For example, how has increased instructional use in using information problem solving and technology literacy and availability of library resources and technology tools influenced the curricular program of the target group(s)?
Include specific activities and common data elements collected in the description. If by December 31, 2008 the grant activities do not appear to be positively impacting technology integration, please explain any planned program adjustments. This is to be a single narrative for all activities.
August 2008 - December 2008
| Professional Development Activity (Workshop, Coaching, Online Course) | Teaching, Integration, or Both | Sessions | Educators | Students |
| August 20 & 21, 2008 - Grant Kickoff Workshop | Both | 2 | 40 | 195 |
| November Grant Workshop | Both | 1 | 40 | 195 |
| In-District Grant Support Darlington School District | Both | 3 | 5 | 15 |
| In-District Grant Support Seneca School District | Both | 2 | 3 | 15 |
| In-District Grant Support Boscobel School District | Both | 2 | 3 | 15 |
| In-District Grant Support Black Hawk School District | Both | 3 | 3 | 15 |
| In-District Grant Support Ithaca School District | Both | 1 | 3 | 15 |
| In-District Grant Support River Ridge School District | Integration | 1 | 2 | 15 |
| Total | N/A | 15 | 40 | 195 |
Meet State Content Standards
This grant requires LEAs and Eligible Local Partnerships to evaluate grant activities that enable students to meet Wisconsin’s Model Academic Standards in the core content disciplines.
- Indicate the total number of students and educators who participated in your grant activities. 40 educators, ~195 students.
- Describe the core content curricular focus areas of your EETT project. Cross-curricular.
- Indicate the focus grade levels of your EETT project. Ranging from Grade 2-12.
- List the subject and grade levels addressed by the grant activities. Cross-curricular.
- List instructional resources, including any supplemental resources, which were used in the grant activities. See the grant resource page with links to the assessments, tools, and tutorials used in this project.
- Describe the impact the grant is having on student academic achievement. For example, is there evidence of improved student academic achievement in the core content area? How has the effective use of technology and information problem-solving by students led to enhanced learning? Include the role of technology and specific activities; refer to common data elements collected. Our grant is focused on a) professional development of teachers in recognizing and creating transformative learning experience with technology and b) measuring student technology literacy among 8th grade students. Nothing we are doing in the grant is tied directly towards measuring increased academic achievement in students. Any change in student academic achievement is dependent on multiple variables that would be impossible to isolate and measure in the scope of this project.
Evaluate Communication/Collaboration Activities
This grant requires LEAs and Eligible Local Partnerships to evaluate communication/collaboration activities supported by the grant.
- Describe the type and number of grant communication/collaboration activities (including partnerships with other community institutions) that have been implemented as of December 31, 2008 and as of June 30, 2009.
- Indicate any new partnerships or collaborations that were formed and that were not previously described within the application.
- Describe the impact that these communication/collaboration activities (including partnerships) are having on the grant activities. Include specific activities and refer to common data elements collected.
If communication/collaboration activities do not appear to be positively impacting the grant activities, please explain any planned program adjustments. This is to be a single narrative addressing all activities.
| Describe Communication/Collaboration (Partnership) Activity | Sessions | Participants | Described in Project Application? Y/N |
| Data regarding communication and collaboration partnerships will be collected during our April 30th, 2008 project workshop. Observations indicate that there have been many partnerships with community members and organizations as a result of this proejct. | TBD | TBD | Yes |
Project Management Plan: Grant Monitoring, Data Collection, and Evaluation Activities
List the type and numbers of grant monitoring, data collection and evaluation activities completed as of December 31, 2008 and again as of June 30, 2009 in your project management plan. The following types of monitoring and evaluation activities must be included, in addition to any other activities described in your Project Management Plan:
- Number of classroom implementation activities completed
- Teacher technology literacy/integration pre/post-assessment data collection
- Student information & technology literacy pre/post-assessment data collection
- Governance meetings to initiate evaluation plan, to implement the plan, and to review and analyze data
August 2008 - December 2008
| Grant Monitoring, Data Collection, and Evaluation Activities | Occurrence or Frequency | Data, Tool, Or Method Used |
| Classroom Implementation Activities | Ongoing | N/A |
| Grant Implementation Planning | Front End of Project | Conference Calls w/ Bernajean Porter |
| "Verbs" Assessment Activity for Participants | Midpoint | Had participants report out an "elevator pitch" describing their project. Qualitatively analyzed the verbs of their responses to see if they were on target for a project that goes beyond "summary reports". |
| In-District Evaluation and Assistance | Ongoing | Observations |
EETT Project Documentation
Directions: Provide a bibliographic listing of all the documents used to complete this report, such as
- data collected instruments (classroom observation records, lesson plans, teacher journals or instruction logs etc.),
- governance meeting agendas, minutes, attendance,
- professional development records (sign-in sheets, handouts, follow-up records), and
- student assessment data
- presentation PowerPoint slides
The bulk of project documentation will occur during at our culminating activity on April 30th, 2008. Student projects as well as scoring rubrics for these projects will be available online upon completion of the project. Professional development records such as sign-in sheets, handouts, and follow up records are available either at the CESA #3 offices or, where applicable, are available online on at http://www.shiftedlearning.org/wiki/EETT_2007-08_Technology_Grant_Project.
