listening to administrators: learning about decisions and priorities national center for technology...
TRANSCRIPT
Listening to Administrators: Learning about
decisions and prioritiesNational Center for Technology InnovationTracy Gray, Ph.D., Director
2
NCTI: Fostering Collaboration
NCTI seeks to broaden and enrich the field by providing resources and promoting partnerships for the development of tools and applications by developers, manufacturers, producers, publishers and researchers.
Objectives: To cultivate a collaborative network To promote innovative
products that reach the marketplace To analyze needs, issues, trends, and promising technology innovation and transfer approaches
3
AbleNet
AbleNet provides solutions for classrooms and districts that help students with severe/profound to moderate disabilities achieve. Solutions:• K-12 curriculums that have evidence based
research to support implementation and progress monitoring
• Assistive technology that allows all students to participate in aligned curricular instruction and daily school activities
• Professional development supports that help create successful and engaging classroom experiences
4
Collaborative
Research to Practice
5
Listening to Administrators
NCTI and AbleNet jointly designed the interview questions and market research approach
AbleNet leaders listened to over 50 administrators from various positions
Listened for priorities regarding assuring improvement for students with severe and moderate disabilities and acquiring assistive and learning technologies
6
Approach and Findings
NCTI analyzed interview data to identify common themes and concerns
NCTI produced recommendations to inform decision of• industry leaders (marketing) • administrators (purchasing) • consumers
7
Outreach and Products
Outreach to Vendors – Educate vendors on administrators’ key concerns and vocabulary
Webinars – Disseminate information and engage in further discussion with vendors and administrators
Guide – Produce a practical guide to inform decision making and educate consumers
AbleNet asked:
What keeps you up at night?
9
District Superintendents Answered:
Student progress (AYP)
10
District Superintendents Answered
Student progress (AYP) Student safety
11
District Superintendents Answered
Student progress (AYP) Student safety Special education
12
District Superintendents Answered
Student progress (AYP) Student safety Special education Facilities (budget, maintenance, adequacy)
13
District Superintendents Answered
Student progress (AYP) Student safety Special education Facilities (budget, maintenance, adequacy) Language minority students
14
Special Education Directors Answered
Special education students’ progress (AYP)
15
Special Education Directors Answered
Special education students’ progress (AYP) Trend toward more involved needs (rise in
autism, health needs)
16
Special Education Directors Answered
Special education students’ progress (AYP) Trend toward more involved needs (rise in
autism, health needs) IDEA regulations and budgets: AT, IEP
compliance, What’s the budget?
“The biggest disappointment is investment in AT that never gets used.”
17
Special Education Directors Answered
Special education students’ progress (AYP) Trend toward more involved needs (rise in
autism, health needs) IDEA regulations and budgets: AT, IEP
compliance, What’s the budget? “The biggest disappointment is investment
in AT that never gets used.” Facilities (budget, maintenance,
adequacy)
18
Special Education Directors Answered
AYP (by special education students) Trend toward more involved needs (rise in
autism, health needs) IDEA regulations and budgets: AT, IEP
compliance, What’s the budget? “The biggest disappointment is investment
in AT that never gets used.” Facilities (budget, maintenance,
adequacy) RTI – what will it mean for training and
systems already in place
19
State AT Coordinators Answered
Deep utilization of technology
20
State AT Coordinators Answered
Deep utilization of technology Collaboration in schools and communities
21
State AT Coordinators Answered
Deep utilization of technology Collaboration in schools and communities Access to and mastery of general
curriculum and standards
22
State AT Coordinators Answered
Deep utilization of technology Collaboration in schools and communities Access to and mastery of general
curriculum and standards Teacher turnover and continued training
needs
23
State AT Coordinators Answered
Deep utilization of technology Collaboration in schools and communities Access to and mastery of general
curriculum and standards Teacher turnover and continued training
needs Getting data that can inform decision
making
Overlapping Concerns Different Perspectives
25
Overlapping Concerns
AYP Facilities
Special educationData
26
Different Perspectives
People in different positions had different perspectives on the issues, in an increasingly granular focus.
27
Different Perspectives
From a Superintendent:
“Data is a challenge: what is it telling me? How does it inform me? How can I make corrections earlier in the school year?”
28
Different Perspectives
From a Statewide AT Director:
“Helping teachers become better teachers is critical and hard to maintain with turnover in teaching staff.”
29
Different Perspectives
From a Special Education Director
“[I] am increasingly concerned with how the special education students are meeting general education requirements…”
30
Different Perspectives
From a building Principal
“[I] look for evidence of wait time that paraprofessionals are using, how many children are involved in activities, etc.”
31
Recurring Critical Questions
How should purchasers make decisions? How can researchers, industry leaders,
administrators, teachers and parents contribute to the knowledge base?
32
Recurring Critical Questions
How to inform decision making: Need more data on student achievement
with technology options Need to demonstrate increased
effectiveness when technology is well-integrated
Need to educate stakeholders about the levels of evidence required to support claims and purchases
Questions?Thoughts?
Contact us at [email protected]