Partnership+for+21st+Century+Skills+WI+Initiative

Performance on international student assessments (PISA) show the United States is ranked 24th out of 31 industrialized countries on problem solving and critical thinking. To find out why some schools succeed where others do not, Barber & Mourshed (2007), studied twenty-five of the world's top school systems, including ten of the top performers. They examined what the high-performing school systems have in common and what tools they use to improve student outcomes. “ // All of the available evidence on teacher effectiveness suggest that students placed with high-performing teachers will progress three times as fast as those placed with low-performing teachers // ”, ( Barber & Mourshed, 2007). Their findings conclude “The only way to improve outcomes is to improve instruction.” ( p.26) and “The quality of the education system cannot exceed the quality of its teachers.” (p16). The work of the National Staff Development Council (NSDC) (Sparks 2002), Michael Fullan (2001), North Central Regional Laboratory (NCREL), Showers, Murphy & Joyce (1996), Sparks & Loucks-Horsley, (1989), and the Association for Supervision and Curriculum Development (ASCD) (2003, July) present five factors that have shown to significantly improve teaching: **1)** ** On the job, job-embedded training **, Professional development needs to be part of a teacher’s daily schedule, which means during class time or prep time, in the classroom, and focused on content and pedagogy. ** 2) **** Long-term, ongoing professional development, ** Darling Hammond, NSDC 2009. Intensive 50 hours in a school year on one focus area. The best school systems provide this time for all teachers and avoid educational fads, the most effective schools focus on one issue, like literacy, for 5 years. **3) Focused on classroom activities**, using the actual lessons and students that a teacher is currently teaching. **4) Highly collaborative environment, and, 5) Structured to offer chances to learn from others.** Robert Fullan argues in “The 6 Secrets to Change” student learning increases substantially when teachers work in learning communities supported by school leaders who focus on improvement. Darling Hammond, NSDC 2009, collaboration impacts more than individual teacher’s classrooms, all students in classrooms of all teachers collaborating see better academic achievement. Conversely that without this type of collaborative effort schools won’t be able to change to implement systemic change The advent of digital technology has fundamentally changed routines and practices in most areas of work. Advocates of technology in education have hoped for similar dramatic changes in the process of teaching and learning. It has become clear, however, that in education the reality has lagged far behind the vision. Part of the problem has been a tendency to only look at the technology and not how it is used. Merely introducing technology to the educational process is not enough. The question of what teachers need to know in order to appropriately incorporate technology into their teaching has received recent attention (International Society for Technology in Education, 2000; National Council for Accreditation of Teacher Education, 1997; U.S. Congress Office of Technology Assessment, 1995; U.S. Department of Education, 2000; Zhao, 2003). Our primary focus should be on studying how the technology is used (Carr, Jonassen, Litzinger, & Marra, 1998; Mishra & Koehler, 2003). The Technological Pedagogical Content Knowledge (TPCK) framework developed by Punya Mishra and Matthew J Koehler is the result of 5 years of research focused on teacher professional development and faculty development in higher education. It articulates the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex nature of applying this knowledge in learning environments built around content, pedagogy and technology. Expectations of teacher use of technology have historically focused on developing skill in using the tools and software and did not address the more important question of how to use technology appropriately in the instructional process. Professional development focused on //what// and not //how//. This has resulted in teachers emphasizing basic skill use in classrooms focusing on tools and hardware and very limited application of technology to enhance critical thinking and research. Current teaching standards, International Society for Technology (ISTE) and the National Council for Accreditation of Teacher Education (NCATE, 1997, revised in 2001),for technology have moved away from an emphasis on basic skills acquisition and have defined higher order goals that are essential for effective pedagogy with technology (Glenn,2002a, 2002b; Handler & Strudler, 1997; Wise, 2001). This perspective requires the development of very different strategies for developing teachers. The Peer Coaching model used in the Wisconsin Peer Coaching Collaborative is based on effective research components. It is a framework that builds internal capacity for school districts to implement effective sustainable professional development. The goal of Peer Coaching is to help schools to create systemic capacity to provide professional development by promoting the participation of school administrators as well as coaches and teachers. In a time of budget cuts and department reorganizations, schools are challenged to do more with less. Peer Coaching provides effective, affordable teacher professional development. ** Wisconsin Peer Coaching Collaborative Model: ** The Peer Coaching model is built around research supported factors for improving teaching (see above) and focuses on improving student achievement by improving three areas of teaching and learning: 1) **Improving lesson design ** by incorporating engaging strategies focused on Common Core Standards performances,  2) **Integrating digital classroom tools ** **and resources** to enhance learning, and, 3) **Developing collaboration/communication skills ** around reflection and analysis of the lesson improvement process.
 * Wisconsin P21 Peer Coaching Collaborative **
 * __A Research Supported Wisconsin P21 Professional Development Program__ **
 * Current Status: ** Only 25% of teachers in any school districts engage in improvement initiatives even at the peak of those reform efforts. “The challenging and ambitious practice of these teachers occurs in proportion to the number of teachers **//who are intrinsically motivated to question their practice on a fundamental level and look to outside models to improve teaching and learning//** “(//School Reform from the Inside Out//, Elmore, R., 2004). A study conducted by the NEA and AFT in 2008 shows that only 50% of teachers are prepared to effectively integrate technology into classroom instruction and that only 1/3 of teachers ask students to engage in problem solving and research. Current surveys of Wisconsin teachers from EETT grant participants reveal the same patterns of use.
 * __ Highly Collaborative Environment __**__ . - **Structured to offer chances to learn from others** __

Trained coaches collaborate with peers in protocol based discussions. These protocols are designed to give teachers optimal feedback without teachers feeling the need to justify or explain their reasons for current work. These assist the collaborating teacher in analyzing and improving lessons from their own classrooms with their own students toward the goal of improving achievement through the use of 21st century digital classroom tools, balanced assessment practices and ongoing reflection. The Peer Coaching Program, supported by Microsoft Corporation, is a proven methodology for training teacher leaders to serve as peer coaches for their colleagues. Many educators attest to the transformative power of peer coaching and its ability to alter practices and beliefs. Peer coaching is a practical way to deliver the ongoing, consistent support essential to assist teachers to improve their teaching and increase student achievement. It builds trust betweencoaches, teachers and localadministrators. It aligns with local districtand state initiatives.Currently there are trainedteachers in 47 countries, 14 U.S. States and over 25 Wisconsin school districts. The program trains facilitators and provides ongoing support and advice as they implement Peer Coaching in their districts. These facilitators recruit and train coaches in their local schools. The local coaches choose 1-2 teachers to collaborate with throughout the year and each subsequent year they coach 1-2 more teachers. The Peer Coaching training provided by trained facilitators helps coaches collaborate with teachers at their schools so that each teacher in the school can strengthen the quality of learning, and improve student learning by providing students with active, engaging, technology-rich learning activities. Coaches are trained to engage in the Coaching Process outlined below. They learn collaboration and communication skills to become effective coaches. Coaches also collaborate with other coaches on their coaching work, identify and resolve challenges in coaching, analyze the improvements in the lessons they collaborated on, and receive feedback on their coaching skills. Coaches discuss ways to engage in thoughtful conversations around teaching and learning that encourage their collaborating teachers to think more deeply about their practice resulting in transformational changes in teaching and learning. Step 1: Coaches and teachers focus on Common Core Standards using protocols to discuss current instructional practice and lesson design. Protocols use research identified indicators of effective instructional components to assess quality of current lessons and identify areas where improvement could occur. Step 2: The collaborating teacher and their coach work together to develop engaging relevant tasks that require students to demonstrate the performance outcomes and the critical thinking required of the Common Core Standards In relevant real world contexts. Teachers use a research based lesson improvement template to guide their work. Step 3: The coach and the collaborating teacher identify challenging aspects of the lesson and work to provide clear concise directions and explicit expectations of student performance. These include developing opportunities for balanced assessment practices that include providing specific feedback that will assist students in moving to the next level of performance. Step 4: Technology resources and digital classroom tools are identified that will enhance the learning outcomes based on six research supported indicators of effective technology integration. The Wisconsin Verizon Thinkfinity partnership provides access to effective digital tools and learning resources. Step 5: Assessment options are identified that provide a balance between content outcomes, 21st Century skills, and self and peer assessments. Step 6: Teacher and coach reflect on the outcome of the improved lesson and discuss challenges and identify changes to make improvements. Teachers discuss the impact of the improved lesson on student performance and chart the changes made and their resulting impact. This reflection and assessment leads them to discuss next steps and the process repeats. Collaboration logs are records of the conversations and lesson improvements. These logs provide evidence of improvement in teacher practice and provide rewarding feedback to collaborating teachers. Participants examine their coaching success throughout the project. They collect teacher and student artifacts ( collaboration logs, participant journals, lesson plans, student work samples, session evaluations) and document technology/ tools used to collect and show evidence. Coaches share observation data (examples: observations of coaching, observations of classroom practice, observations of coach training sessions, and participation in a culminating coaching event). Coaches also complete or provide program evaluation data through: self assessments, interviews, coach reports, collaborating teacher reports, oral examination of participants, discussion or blog entries. Data is used to evaluate the project and identify program improvement needs to plan for ongoing implementation. Wisconsin teachers from all levels K-12 have reported benefits from their participation in working with a coach as a “critical friend”. Most teachers initially report increased engagement of their students as the most notable change in student performance. Later in their coaching experience many report that they now design lessons more focused on standards and integrate technologies to enhance the learning where prior to coaching they chose a digital tool and built lessons around it. This shift from focusing on the tool to focusing on the learning is a key to building lessons that incorporate more critical thinking and problem solving. Primary k-2 literacy classroom teachers where RtI is closely monitored and assessed learned to use digital tools like interactive whiteboards and iPads to enhance student involvement as well as develop ongoing performance assessments vs. a more traditional skill building approach. Middle school level teachers report changes in their lessons as moving from traditional independently completed worksheets or summary reports to more collaborative tasks that require students to work together to share responsibility and develop important 21st Century Skills. They report improved tasks, use of a range of assessments, and access to appropriate technology resources as major changes in lessons. They report student engagement, quality of discussions and improved student products as changes in student performance. Teachers develop confidence in using digital tools and develop higher quality lessons. During their initial year of coaching teachers document the changes in lessons that occur during the year. Teachers report this documentation process to be very affirming and demonstrate a clear picture of continuous improvement. Teachers post improved lessons, self reflections on the change in lessons, and the resources they have found beneficial to an online portal to share and collaborate with other teachers. Across Wisconsin Enhancing Education through Technology District and Consortium Projects have implemented Peer Coaching and Critical Friends that have resulted in teachers effectively using educational technology to engage students in their learning resulting in higher student academic achievement. For the past eight years the ISSAC Consortium of seven small rural school district in south central Wisconsin has provided and sustained high quality professional development that is dedicated to improving and assessing student achievement and 21st century learning skills, such as critical thinking, problem solving, creativity, team work and life skills. ISSAC has assisted teachers in these seven districts through sustained, high quality professional development focusing on demonstrating their understanding of 21st century learning elements, coaching and reflective practices, higher-level thinking skills, and using appropriate technologies for teaching and learning in the digital age. This project focuses upon two major needs: 1) Students need more opportunities to learn and use technologies that incorporate 21st Century Skills, and 2) teachers, administrators and library media specialists need to become skilled and knowledgeable in designing 21st century learning environments that use technology to enhance lessons to focus on high level thinking and building educator skills in peer coaching and reflective practices. 1) Differentiated Instruction in order to make planning and preparation decisions, effective teachers acquire knowledge about students, about subject matter or content, about state and national standards, and about teaching methods; 2) Backward Design based on Grant Wiggins and jay Mc Tighe’s backward design framework; 3) Evidence to Excellence Critical Friends reflective practices where teachers reflect on their lessons and student work focusing on improving 21 st Century skills and the impact of technology on student learning, based on the research that show if student are given more challenging assignments, they produce higher quality work; 4) Wisconsin Peer Coaching Collaborative for training teachers to serve as peer coaches and critical friends for colleagues to support the transformative power to alter practices and beliefs and to raise student learning activities to a high level of creative and critical thinking identified by P21 as essential elements for successful 21st century learners; 5) Partnership for 21st Century Skills Matrix and Models of technology integrated best practices and assessments; and 6) INTEL Teach to the Future training modules and online resources and formative assessment practices. **How FY2009 EETT:Title ID Data Answers Evaluation Questions using a Self-Assessment of NETS-T for Teachers**
 * __ Coaching Process: __**
 * __ Case Studies: __**
 * ISSAC Consortium **
 * ISSAC Professional Development Program:** The professional development program implemented incorporated several research based components to improve instructional practices that employ technology and incorporate critical and higher level thinking skills to impact student achievement. All educators involved in the project continuously reflect on 21st century lesson design and assessment alignment through face-to-face workshops, small group coaching sessions and online collaboration. Training provides educators with research-based best practice opportunities to participate in specialized training in the areas of:
 * Online Research-Proven Resources and Service Providers:**
 * Verizon Foundation //Thinkfinity// []
 * BadgerLink []
 * //INTEL Teach to the Future// []
 * //Wisconsin Peer Coaching Collaborative//, Mary Lou Ley, Coordinator, mley@charter.net
 * //Next Generation Assessments//, Tammy Stephens, President, tstephens@nextgenassessments.com ; [|http://NextGenAssessments.com]
 * Teacher and Student Data **
 * **Standard 1. Technology Operations and Concepts **
 * I demonstrate a sound understanding of ** || **baseline ** || **final ** || **change ** ||
 * The nature and operation of technology systems || 68.8% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">90.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+22.1 ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Using technology tools and information resources to increase productivity, promote creativity, and facilitate academic learning || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">62.6% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">90.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+34.6 ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Use content-specific tools to support learning and research || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">31% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">61% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+30% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Use technology to locate, evaluate, and collect information from a variety of sources || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">68.8% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">90.9 || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+22.1% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">50.1% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">91% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+40.9% ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Standard 2. Planning and Designing Learning Environments and Experiences **
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I plan and design effective learning environments and experiences supported by technology. I… ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">baseline ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">final ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">change ** ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">31.3% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">90.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+59.6% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Apply current research on teaching and learning with technology when planning learning. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">31.3% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">90.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">59.6% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Identify and locate technology resources and evaluate them for accuracy and suitability. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">37.5% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">90.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+53.4% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Manage and implement technology resources within the context of 21st century learning activities. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">37.5% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">90.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+53.4% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Plan and implement technology –based learning activities that promote student engagement in analysis, synthesis, interpretation, and creation of original products. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">56.3% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">90.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+34.6% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Use results from assessment measures (e.g., learner profiles, computer-based testing, electronic portfolios) to improve instruction. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">12.5% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">81.8% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+69.3% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Design and facilitate learning experiences that use assistive technologies to meet the special physical needs of students. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">6.3% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">90.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+84.6% ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Standard 3. Teaching, Learning and the Curriculum. I implement curriculum plans that include methods and strategies for applying technology to maximize student learning. I… ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">baseline ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">final ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">change ** ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Facilitate technology-enhanced experiences that address content standards and student technology standards. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">43.8% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">90.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+47.1% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Use technology to support learner-centered strategies that address the diverse needs of students. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">31.3%% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">91% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+59.7% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Apply technology to develop students’ higher order skills and creativity. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">50% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">90.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+40.9 ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Manage student learning activities in a technology-enhanced environment that incorporates a variety of instructional technology strategies and grouping strategies that include appropriate embedded assessment. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">56.3% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">91% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+34.6% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Guide collaborative learning activities in which students use technology resources to solve authentic problems in the subject area(s). || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">50.1% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">91% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+40.9 ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Evaluate and select new information resources and technology innovations based on their appropriateness to specific content standards/tasks. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">25% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">100% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+75% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Apply online and other technology resources to support problem solving and related decision making for maximizing student learning. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">37.5% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">91% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+60.2% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Participate in online professional collaborations with peers and experts. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">12.6% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">72.8% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+60.2% ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Standard 4. Assessment and Evaluation. I apply technology to facilitate a variety of effective assessment and evaluation strategies. I… ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">baseline ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">final ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">change ** ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Apply technology in assessing student learning of subject matter using a variety of assessment techniques. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">31.3% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">81.8% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+50.5% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">12.5% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">81.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+69.4% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">25% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">91% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+66% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Develop and use criteria for ongoing assessment of technology-based student products and the processes used to create those products. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">12.5% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">90.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+78.4% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Design an evaluation plan that applies multiple measures and assessment strategies to determine students’ technology proficiency and content area learning. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">12.5% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">81.8% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+69.3% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Analyze instructional practices that employ technology to improve planning, instruction, and management. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">18.8% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">91% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+72.2% ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Standard 5. Productivity and Professional Practice I use technology to enhance my productivity and professional practice. I… ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">baseline ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">final ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">change ** ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Use technology resources to engage in ongoing professional development and lifelong learning. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">43.8% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">90.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+47.1% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">56.3% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">81.8% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+25.5% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Select and apply suitable productivity tools to complete educational and professional tasks. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">37.5% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">90.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+53.4% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Stay abreast of new and emerging technology resources that support enhanced learning in my major field of study. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">37.5% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">81.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+44.4% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Use technology resources to facilitate communications with parents or guardians of students. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">68.8% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">81.8% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+13% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Participate in online professional collaboration with peers and experts as part of a personally designed plan, based on self-assessment, for professional growth in technology. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">12.6% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">72.7% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+60.1% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Identify and engage in technology-based opportunities for professional education and lifelong learning, including the use of distance education. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">50.1% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">91% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+40.9% ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Standard 6. Social, Ethical, Legal, and Human Issue I understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. . I… ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">baseline ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">final ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">change ** ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Model and teach legal and ethical practice related to technology use. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">56.3% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">100% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+43.7% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">43.8% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">100% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+56.2% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Promote safe and healthy use of technology resources. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">75.1% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">100% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+24.9% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Facilitate equitable access to technology resources for all students and use assistive technologies to meet the special needs of students. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">50.1% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">100% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+49.9% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information resources to be used by students. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">25% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">100% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+75% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Implement procedures consistent with district and school acceptable use policies that protect the privacy and security of student data and information. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">68.8% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">100% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+31.2% ||

For the FY2010 EETT:Title IID Project the ISSAC Consortium joined the Wisconsin pilot to administer //Next Generation Assessment for Teachers// (NGA). <span style="color: black; font-family: 'Calibri','sans-serif';">NGA provides summative assessments from which personalized technology development plans are generated. Each teacher’s plan identifies strengths and potential improvement areas. Improvement areas linked to corresponding professional development courses may be taken to improve the teacher’s technology literacy. NGA’s Teacher assessments are aligned to <span style="font-family: 'Calibri','sans-serif';">[|TPAK Model] <span style="color: black; font-family: 'Calibri','sans-serif';">, <span style="font-family: 'Calibri','sans-serif';">[|P21 Skills] <span style="color: black; font-family: 'Calibri','sans-serif';"> and <span style="font-family: 'Calibri','sans-serif';">[|ISTE NETS Standards for Teachers] <span style="color: black; font-family: 'Calibri','sans-serif';"> and measure the following skills: **Fall 2010 Baseline Data for Teacher Proficiency as shown on the //Next Generation Assessment Report// for the ISSAC Consortium Teachers.** (Final data will be added and analyzed by August 2011.
 * Technical Knowledge
 * Pedagogical Knowledge
 * Content Knowledge
 * Digital Citizenship
 * Teacher Leadership
 * <span style="font-family: 'Cambria','serif'; font-size: 13px;">Knowledge Area || <span style="font-family: 'Cambria','serif'; font-size: 13px;">N  || <span style="font-family: 'Cambria','serif'; font-size: 13px;">Pre Begin-ning Stages  || <span style="font-family: 'Cambria','serif'; font-size: 13px;">Post Begin-ning Stages  || <span style="font-family: 'Cambria','serif'; font-size: 13px;">Pre Explora-tory  || <span style="font-family: 'Cambria','serif'; font-size: 13px;">Post Explor-tory  || <span style="font-family: 'Cambria','serif'; font-size: 13px;">Pre Evolving  || <span style="font-family: 'Cambria','serif'; font-size: 13px;">Post Evolving  || <span style="font-family: 'Cambria','serif'; font-size: 13px;">Pre Trans-forma-tional  || <span style="font-family: 'Cambria','serif'; font-size: 13px;">Post Trans-forma-tional  ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Technical Knowledge ** || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">67   ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">0.00%   || ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">14.93%   || ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">43.28%   || ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">41.79%   || ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Content Knowledge ** || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">67   ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">0.00%   || ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">1.49%   || ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">0.00%   || ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">98.51%   || ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Pedagogical ** **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Knowl ** **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">edge ** || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">67   ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">0.00%   || ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">16.42%   || ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">65.67%   || ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">17.91%   || ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Digital Citizenship ** || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">67   ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">7.46%   || ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">0.00%   || ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">0.00%   || ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">92.54%   || ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Leadership ** || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">67   ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">2.99%   || ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">59.70%   || ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">34.33%   || ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">2.99%   || ||
 * **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Overall ** || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">67   ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">0.00%   || ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">11.94%   || ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">68.66%   || ||  <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">19.40%   || ||


 * __In 2009 all project target students completed a self-assessment survey that was based on the ISTE NETS-S__**
 * **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Part 1: Selected Test Items ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">baseline ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">final ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">change ** ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I use a variety of technology tools (such as websites, electronic whiteboard, digital camera, or document camera) for school project. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">72.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">71.4% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">-1.5% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I correctly give credit (citation) for technology sources of information (such as text, image, movie, sound, music or internet web sites). || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">64.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">70.2% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+5.3 ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Identify a possible bias of a website [bias means opinions, point of view] and check the authenticity of an online source before using it. [Authenticity means truthfulness or trustworthiness]. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">67.4% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">79.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+12.5% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I use the Internet to search for information, compare resources, and summarize the information to create presentations on classroom topics. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">91.6% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 150%;">90.3% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">-1.3% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I follow our schools ethical use and social networking policy. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">84.7% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">86.4% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+1.7% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Using technology tools, I can define a problem, develop questions for investigation, search for relevant resources, and assess the accuracy of the information. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">69.4%% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">77.3% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+7.9% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I use technology to learn and collaborate with others online in a safe and responsible way using tools like wikis, discussion boards, weblogs, etc. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">62.1% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">74% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+11.9% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I use online tools to collaborate with peers and experts to investigate problems, compare information, and develop products for audiences inside and outside of school. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">58.4%% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">69.5% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+11.1% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I use the Internet to communicate with my family or friends. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">87.1% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">89.6% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+2.5% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I access databases and analyze data to identify trends and make predictions. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">51.6% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">65% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+13.4% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I create electronic products like i-movies, PowerPoints, or web pages to share with various audiences in school and out of school. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">71.4% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">80.5% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+9.1% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I access my files on network folder on the school’s server. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">78.2% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">79.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+1.7% ||

<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">NA <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">75% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">NA <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">80.5% ||  || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">NA <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">NA <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">89% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">NA <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">NA <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">NA <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">90% ||  || For the FY2010 EETT Title IID ISSAC Consortium Project joined the Wisconsin pilot and administered The Next Generation Assessment to all participating eighth grade students. Their baseline data showed the following proficiency. By August the final pilot assessment will be administered. ** Findings: ** ** Analysis Procedures: ** Data was compared from baseline to post on teacher and student survey scores and lesson comparison baseline to post. These samples were evaluated for the level of cognitive challenge of the student task, the opportunity for inquiry/collaboration/and communication, the depth of understanding of content required in the task, the level of connection to real world relevance for students, the level of technology use (literacy, adaptive, and transforming), and an overall pre to post comparison of these variables using a 3-point rubric scale. Matched pairs of teacher lessons were compared baseline to post. A matched-samples t test was performed to determine whether mean differences in pre and post scores for the five content areas were statistically significant. In the content area of communication, the mean post score (M=2.50, SD=0.65) was higher than baseline (M=1.32, SD=0.61). The observed mean difference was statistically significant (t=5.08, p<.0005). The mean differences between pre and post scores in the following content areas were statistically significant: Knowledge (t=4.93, p<.0005), Content (t= 6.83, p<.0001), Connections to real world (t=5.83, p<.0001), and Level of Technology Use (t=7.19, p<.0001). ** Objective Findings: ** The results comparing lesson quality baseline to post show significant increases across all quality indicators evidenced in teacher lessons and student work produced from baseline sample to post sample. It is significant to note that at baseline over 70% of teacher lessons did not represent quality components and post the % of lessons that included high quality components increased by nearly 60%. Student opportunity to engage in challenging high quality lessons increased. Assessments of student work showed improvements also in the clarity of performance criteria, feedback offered for improvement, the inclusion of 21st century skills in lesson assessments, and the alignment of the assessment to the task and standards. Because we used a paired-samples t-test we are confident in a direct cause and effect that the training and reflection practices implemented during the grant period caused the observed improvement in scores post over baseline. This indicates that the combination of effective technology training coupled with effective lesson design work and ongoing opportunities for teachers to reflect and gain feedback had a significant impact on teacher practice. This held true for 1st year participants as well as 2nd year participants. Assessment continues to be a difficult area for teachers and will need to be addressed in future programming. Teacher self analysis of technology proficiency and designing curriculum plans that include methods and strategies for applying technology to maximize student learning showed increases ranging from 22% to 38% of teachers improving from not proficient to proficient levels across all nets standards. The ISSAC participants engaged in Critical Friends reflective protocol based dialogues throughout the project. These opportunities to engage in conversations around evidence of quality in their lessons proved to be very beneficial and critical to teacher success. Teachers reported the lessons learned from the critical friends experience contributed to a significant change in the quality of lessons being produced. Seldom do teachers have the opportunity to receive evidence based feedback on their work. This seems to have been a critical element in improvement in quality of lesson design. ISSAC project participants had clearly developed skills in improved integration and lesson design focusing on standards. Teachers collaborated and reflected with their consortium colleagues online and in face to face sessions. These highly skilled teachers were instrumental in developing local districts’ capacity to sustain growth in their local districts to share their knowledge and expertise. The transfer of ownership of professional development and capacity to sustain growth at the district level the consortium is being accomplished through the Microsoft Peer Coaching program. The Microsoft Peer Coaching Program is a successful scalable professional development model that enhances standards-based instruction through engaged learning and technology integration. In schools that adopted a peer coaching model, researchers found that when teachers combined participation in typical workshops with peer coaching for sharing and observation, 88 % of teachers were using new strategies in their classrooms effectively (Joyce & Showers, 1994; Joyce, Murphy, & Showers, 1996; Richardson, 1999). The Peer Coaching Program improved the communication and collaboration skills of lead teachers enabling them to direct professional conversations with their peers on assessment practices, effective lesson design and integrating technology resources and tools. ISSAC’s implementation of the Peer Coaching Program fostered systemic integration of technology by training teacher leaders to serve as peer coaches for colleagues and assist schools to build their capacity for sustaining professional growth. Teachers demonstrated increased knowledge and skills of the Common Core Standards, 21st century skills and assessments and the ways technology can support them. Teachers initially were not familiar with these strands. Peer Coaches describe themselves as being much more confident in using technology and taking on leadership roles in their schools coaching others in how to integrate technology and improve instruction. Many of these coaches were viewed as “experts” by their peers. The Peer Coaching program enabled them to develop the coaching skills that resulted in improved communication and collaboration with their peers. They improved their facilitation skills and provided support to peers that was directly relevant and embedded in the collaborating teachers’ classrooms increasing their skills, confidence and ownership for improved teaching and learning. Administrative support for the coaching was frequently described as a critical component for success. In districts where administrators were involved in the coaching training and implementation coaches were more likely to meet on a regular basis, focus on the inclusion of more digital tools and resources and produce higher quality lesson improvements. Specifically, Administrators who provided support to teams by assisting in the logistics of pairings and placing a priority on providing a common meeting time implemented the most successful coaching programs. Wisconsin teachers from all levels K-12 have reported benefits from their participation in working with a coach. Most teachers initially report increased engagement of their students as the most notable change in student performance. Later in their coaching experience many report that they now design lessons more focused on standards and integrate technologies to enhance the learning where prior to coaching they chose a digital tool and built lessons around it. This shift from focusing on the tool to focusing on the learning is a key to building lessons that incorporate more critical thinking and problem solving. Primary k-2 literacy classroom teachers where RtI is closely monitored and assessed learned to use digital tools like interactive whiteboards and iPads to enhance student involvement as well as develop ongoing performance assessments vs. a more traditional skill building approach. Middle school level teachers report changes in their lessons as moving from traditional independently completed worksheets or summary reports to more collaborative tasks that require students to work together to share responsibility and develop important 21st Century Skills. They report improved tasks, use of a range of formative and summative assessments, and access to appropriate technology resources as major changes in lessons. They report student engagement, quality of discussions and improved student products as changes in student performance. Teachers developed confidence in using digital tools and developed higher quality lessons and assessments. During their initial year of coaching teachers document the changes in lessons that occur during the year. Teachers report this documentation process to be very affirming and demonstrated a clear picture of continuous improvement. Teachers posted improved lessons, self reflections on the change in their lessons, and the resources they have found beneficial to an online portal to share and collaborate with other teachers. Coaches also collaborated with other coaches across the consortium on their coaching work. Coaches identified and resolved challenges in coaching, analyzed the improvements in the lessons they collaborated on, and received feedback on their coaching skills. Coaches discussed ways to improve their skill in engaging teachers in thoughtful conversations around teaching and learning that encouraged their collaborating teachers to think more deeply about their practice resulting in transformational changes in teaching and learning. One substantial limitation to the external validity of the discussed research is sample size. Statistical analysis was performed on a sample data collected from fourteen individuals. Attempts were made to collect a sample size of 28 but not all participants submitted complete samples of lessons and student work baseline, mid and post.While additional research using a larger sample is needed to replicate and validate current findings, preliminary results indicate that the program significantly improves teachers' scores over baseline in all five areas. In conclusion the methods applied in this project should be replicated in future projects and data should be gathered across projects using these practices for future analysis. ** Conclusions: ** The activities included in the ISSAC project were highly successful in improving student use of technology and in increasing the frequency of higher level thinking in learning activities. Teachers clearly demonstrated successful gains in technology literacy and in effective lesson design using technology. Those participants who participated in reflective activities for 2 years made significantly more gains than those participating for only 1 year. The use of research based //Peer Coaching// training components coupled with //Critical Friends// reflection and analysis of student work proved to be very effective in changing teacher practice which resulted in increased student use of technology for content learning.
 * **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Part II. Selected Test Items ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Baseline ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Final ** || **<span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">Change ** ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I practice safe behavior for myself on the Internet || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">83% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">92% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+31% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I use more than one type of media (such as text, graphics, photos, audio, or video) in a document or project. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">83% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">92% ||  ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I use content specific tools, software, and simulations (including things like probes and graphing calculators, and web survey tools) to gather and record data, conduct surveys, and analyze data creating spreadsheets and charts. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">52% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">91% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+39% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I participate in making rubrics to evaluate my school projects. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">31.1% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">35.1% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+4% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I assess my technology projects by myself or with other students. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">57.7% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">60.4%% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+2.7% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I use technology tools in group work to brainstorm ideas, develop plans, build consensus and develop group projects. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">56.1% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">63% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+6.9% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I access technology tools and information resources when I want and use them to solve problems, make decisions, and create products. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">56.8% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">64.3% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+7.5% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I use the Internet to search for information, compare resources, and summarize the information to create presentations on classroom topics. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">75.4% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">80.6% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+5.2% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I publish projects on the Internet or school computers for others to see. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">26.2% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">37.7% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+11.5% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I use online tools to share ideas with others, including other cultures, using tools like wikis, blogs, discussion boards, e-mail, or other web tools. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">46.4% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">56.5% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+10.1% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I evaluate Internet resources for accuracy, relevance, and bias. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">45.9% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">48.1% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+2.2% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I locate information and ethically use online information making correct citation of the source. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">49.6% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">60.4% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+10.8% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I apply what I have learned to compare ideas and create original works or products using technology. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">52.1% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">61% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+8.9% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I learn about and use new technology tools and Web 2.0 resources (like wikis, blogs, mashups, interest groups, social networking, etc.) and how they can impact me and society. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">43.6% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">49.3% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+5.7% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I create web pages as part of my class work. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">23% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">24.6% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+1.6% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I use technology to become better at math. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">42% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">52.6% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+10.6% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I use technology to become better at reading. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">30.6% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">39% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+8.4% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">I use online tools to share ideas with other, including other cultures, using tools like wikis, blogs, discussion boards, e-mail, or other web tools. || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">49% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">57.8% || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">+8.8% ||
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">About how much time each week do you spend using technology in school?
 * <span style="font-family: 'Cambria','serif'; font-size: 13px;">Little or no time
 * <span style="font-family: 'Cambria','serif'; font-size: 13px;">Less than a class period per week
 * <span style="font-family: 'Cambria','serif'; font-size: 13px;">At least one class period per week
 * <span style="font-family: 'Cambria','serif'; font-size: 13px;">One class period per day or more || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">NA
 * <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">About how much time each week do you spend using technology outside of school?
 * <span style="font-family: 'Cambria','serif'; font-size: 13px;">Little or no time
 * <span style="font-family: 'Cambria','serif'; font-size: 13px;">Less than an hour per week
 * <span style="font-family: 'Cambria','serif'; font-size: 13px;">About an hour per day
 * <span style="font-family: 'Cambria','serif'; font-size: 13px;">More than an hour a day || <span style="font-family: 'Cambria','serif'; font-size: 13px; line-height: 115%;">NA
 * ** NETS Standard ** || ** N ** || ** Pre-Minimal ** || ** Pre-Basic ** || ** Pre-Proficient ** || ** Pre-Advanced ** ||
 * Creativity & Innovation ||   487   ||   22.45%   ||   30.35%   ||   28.90%   ||   18.30%   ||
 * Communication & Collaboration ||   487   ||   14.55%   ||   20.58%   ||   35.34%   ||   29.52%   ||
 * Research & Information Fluency ||   487   ||   11.85%   ||   12.47%   ||   48.86%   ||   26.82%   ||
 * Digital Citizenship ||   487   || || || || ||
 * Technology Operations & Concepts ||   487   ||   23.96%   ||   23.13%   ||   47,50%   ||   5.42%   ||
 * Critical Thinking, Problem Solving & Decision Making ||   487   ||   16.22%   ||   20.79%   ||   36.18%   ||   26.82%   ||
 * ** Overall ** || ** 487 **  ||  ** 9.56% **  ||  ** 36.18% **  ||  ** 50.94% **  ||  ** 3.33% **  ||
 * Interpret Findings, inc. positive/negative, weaknesses in data, and possible influence: **