Oakland Unified School District
Project Description
Prepared by Center for Evaluation and Research, LLC
Urban Dreams, a federally
funded Technology Innovation Challenge Grant, under the thematic umbrella of
human and civil rights seeks to:
 |
Improve student
achievement in language arts and social studies classes for OUSD students
enrolled in grades 9-12 |
|
Develop student
historical thinking skills in a technologically supported context |
|
Improve student
expository writing skills in a technologically supported context |
|
Provide the necessary
professional development to ensure that curriculum embedded technology
strategies, techniques, lesson plans and best practices are conveyed to teachers |
|
Provide content
enrichment through on-line and off-line activities |
|
Provide classrooms with
access to hardware, software and other technology tools chosen to support the
OUSD, state and national content standards |
|
Strengthen the
home-school connection |
|
Provide student and
parental access to computers at home through a community service and training
program |
These goals will be accomplished through providing students, teachers and community with new tools, strategies and techniques.
Discrepancy Evaluation Model (DEM)
|
Inputs |
Process |
Target Output |
| Resources provided by U.S. Department of Education, OUSD and Project Partners |
Development and
implementation of innovative technology strategies, enhanced content and
increased use of computers in schools and homes
|
Significant gains in student achievement in Language Arts and Social Studies for OUSD high school students |
|
Inputs |
Process |
Target Outputs |
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Financial, Physical and
Equipment Resources:
Human Resources:
Other:
|
The DEM plan is created by
Urban Dreams (UD) project staff and the Center for
Evaluation and Research (CER) evaluation team. It includes program narratives, component
maps and input, process, and output (IPO) statements for each of the four
program components (Management, Professional Development, Technology
Community Involvement, and Parent Involvement) on increasingly detailed
levels. The plan is
updated to reflect not only original resources, goals (outputs) and processes,
but will reflect discrepancies in intended outputs and elaborate on the
nature of those discrepancies and
other formative data contributing to project staff decisions for change grounded in that data. This method of evaluation provides a line
of information that shows original intents and explains changes based on
formative data, which serendipitously helps in creating an accurate audit
trail for the evaluation. |
The DEM plan enables
stakeholders to examine in detail the original intent of the project as well
as the path it is taking (including documentation of all evaluation activities, data analysis and reports on
project) though the five years of implementation to reach the identified
goals. Web site maintained for
project information and evaluation activities. |
The goals of UD management
are to facilitate effective implementation of the other components of the
grant. Sites, students, teachers and parents will have the necessary
instructional media, resources, equipment, and training to meet the overall
goals of the grant.
Qualified personnel and
consultants will be located and hired to implement the grant program.
Assessment of the
infrastructure needs such as wiring and electrical requirements will be
conducted in conjunction with the appropriate OUSD departments and improvements
arranged if needed. Equipment needs will be assessed and the best solution for
each classroom will be researched, engineered and installed.
UD staff and partners will
collaboratively analyze issues around scheduling, projects planning, resource
development and professional development issues. The necessary contracts for
each partner organization and various vendors will be written and approved by
the various oversight organizations within OUSD. OUSD staff will be responsible
for overall project management.
Professional development
will be planned and organized by UD staff in collaboration with project
partners and the Teacher Leaders who work with each project. Resources, on and
off-line, will be developed that support the goals of the grant and reflect the
innovative characteristics of the grant proposal.
Evaluation, both formative
and summative, will be contracted to an outside provider and facilitated by the
UD management team. A variety of
evaluation techniques will be used and documented. Meetings will be regularly scheduled and grant planning will be informed
by the results of the evaluation.
Approximately 50 teachers per year will receive equipment and participate in professional development activities.
|
Inputs |
Process |
Process
Status |
Outputs |
Outputs
Status |
|
Project Leader UD Staff Curriculum and Inst. staff Appropriate Project partners |
P0.1 UD Staff and consultants are
selected, processes and contracted |
Accomplished |
O 0.1 Two TSAs, and clerical
support in place, contracts signed and approved by board for consultants,
contracts and memos of understanding written for partners. |
Accomplished |
|
P0.2 Participating classrooms are
visited to determine physical needs , i.e., tables, wiring, security, |
Accomplished |
O 0.2 Arrangements with other OUSD
divisions made to do any necessary remediation so teachers and students
have access to working equipment in a high expectation learning
environment. |
Accomplished |
|
|
P0.3 Equipment and instructional
media chosen by interviewing vendors, teachers, seeking out
recommendations of the Tech Services dept. researching the equipment
testing institute. |
Accomplished |
O0.3 Students and teachers and
have access to instructional media of high quality that is cost efficient,
effective and powerful. |
Accomplished |
|
|
P0.4 Contracts, scheduling and
planning with partners is initiated and continues on an ongoing basis. |
Ongoing |
O0.4 All Partners and subsidiary
projects are supporting grant goals |
Ongoing – Evaluators to gather
information concerning the extent to which partners are participating |
|
|
P 0.5 Assessment and evaluation is
planned, evaluators contracted for required evaluation of grant |
Accomplished |
O 0.5 Center for Evaluation and
Research (CER) team in place |
Accomplished |
|
|
P 0.6 Other district initiatives
and departments like C&I , Tech Services Digital High School, Chabot
Techbridge, OTX, mentors, polled for parallel projects, community
organizations are kept informed of progress of grant and grant activities
by web pages and/or hard copy newsletter |
We should include in staff
interviews questions concerning how the initiative is coordinated with
other district programs. |
00.6 Efforts are coordinated,
duplication of effort is minimized, maximum support generated. |
Ongoing – this is a part of the
annual interview of project staff |
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
Project Leader UD Staff Curriculum and Inst. staff Appropriate Project partners |
P0.1.1 Project Manager selected |
Accomplished |
O 0.1.1 Implementation of the
grant is managed. |
Accomplished |
|
P 0.1.2 Tech Integration TSA is
selected |
Accomplished |
O 0.1.2 Site visits, coaching
schedules established and implemented. |
Accomplished |
|
|
P 0.1.3 Clerk typist is selected |
Accomplished |
O 0.1 3 Ordering of equipment on
OBARS, financial aspects of grant in place |
Accomplished |
|
|
P 0.1.4 Tech support team selected
and put into place. |
Accomplished |
O 0.1.4 Roll out schedules,
equipment benched and loaded |
Accomplished |
|
|
P 0.1.5 Consultants are selected
and put into place. |
Accomplished |
O 0.1.5 Coaching and inservice are
conducted, starting with TL corps and continuing into UDSIs and throughout
the school year. |
Accomplished |
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
Project Leader UD Staff Curriculum and Inst. staff Appropriate Project partners |
P0.2.1 District and UD staff
collaborate to establish most effective physical setup of hardware,
software |
Ongoing |
O 0.2.1 Students and teachers have
effective tools with which to improve LA and SS achievement |
Annual question of teachers on the
effectives of the tech tools are and their impact. |
|
P 0.2.2 School sites are visited
to determine which rooms are wired and if not how to move teachers into
rooms that are wired. Facilities and Site notified of
necessary remediation measures. |
Ongoing |
O 0.2.2 Every participating
teacher and their students has an Internet connection to be able to do
investigative research projects |
Ask staff and teachers about
Internet access by all students. |
|
|
P 0.2.3 Furniture needs and
security is arranged. Facilities and Site notified of
necessary remediation measures. |
Ongoing |
O 0.2 3 Equipment is for students
and teachers to have access to instructional media necessary to achieve
grant goals. |
We need a thorough description of
the current status of technology in the schools and what it would take
(teachers, staff) opinions to make technology more accessible. |
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
Project Leader UD Staff Curriculum and Inst. staff Appropriate Project partners |
P0.3.1 Classroom setups determined
by a process of consulting reviews, recommendations of Tech Services,
price points and purchased |
Need specific information how
classrooms were chosen and the extent to which they were setup |
O 0.3.1 Teachers for pilots and
teachers of Cohorts have necessary hardware to complete grant activities |
Questionnaire: Who are teacher of
pilots and cohorts? Do they
have the necessary hardware to complete grant activities? |
|
P 0.3.2 Laptops for TLs determined
by a process of consulting reviews, recommendations of Tech Services,
price points and purchased. |
Need more information on process |
O 0.3.2 Equipment bought |
How many and for whom?
How do teachers use the laptops? |
|
|
P 0.3.3 TVs and VCR |
Need more information on process |
O 0.3 3 Equipment bought |
How many and for whom?
How do teachers use the TVs and VCRs? |
|
|
P 0.3.4 Misc. equipment like hubs,
cables, limited spare parts are ordered. |
Need more information on process |
O 0.3.4 Equipment in place |
Is the equipment in place in
project classrooms? |
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
Project Leader UD Staff Curriculum and Inst. staff Appropriate Project partners |
P0.4.1 Products and expectations
for each partner developed in collaboration with partner, C&I staff
and UD staff. |
Need
more information on process |
O
0.4.1 Projects have clearly defined roles and products. |
We
need to gather information on project management and even the flow of
information and decision making |
|
P0.4.2 Participation in
professional development is defined in collaboration with partner, C&I
staff and UD staff. |
How is UD professional development
integrated with other district sponsored efforts? |
O 0.4.2 Professional development
with clear links to standards and with technology integration is delivered
to each Cohort |
Summer Institute evaluations using
exit evaluation form |
|
|
P 0.4.3 Any necessary materials
and equipment for collaborative purposes is defined and delivered |
Need more information on process |
O 0.4 3 Teachers receive timely
professional development and coaching by qualified experts. |
Technology Workshop Evaluation
Form |
The ultimate goal of all of the Urban
Dreams is student achievement. All
of the project’s activities support this goal.
professional development program is to provide high school teachers of
Language Arts and Social Studies and support staff with new strategies and
techniques necessary to help high school students improve expository writing and
historical thinking skills in the context of human and civil rights
The project is accomplishing all of the
stated data collection activities including the administration, collection and
analysis of district performance assessments and the SAT/9 (Objective 1.1).
All participating students are now identified and a database has been
created that enables the project to track individual student’s SAT/9 scores
(as Normal Curve Equivalents, or NCE), attendance, and other indicators.
Baseline data for both 1999-2000 and 2000-2001 have been recorded and
analyzed for this narrative. The
project is working with the district to gather additional student data with the
goal of creating a comparison group for data analysis purposes.
The project will also collect high school exams for the first time this
year.
The evaluation group will continue to
collect student work during its interviews with first and second cohort
teachers. Similarly, the evaluation
group has developed a mockup of a student portfolio system that could be used by
project staff and teachers. Lastly,
the new supplemental grant should produce extensive video footage of students
actually working on technology infused activities.
The project is currently developing and will begin preliminary administration of a high school technology exit assessment. It is envisioned the exam will measure the technology competencies of exiting students who have participated in the project. These results will be compared to an equivalent comparison group.
Objective
1: Language Arts and Social Studies: By June of 2002, Oakland high
school graduates who have participated in the Technology Integration Program for
three years will demonstrate statistically significant (p<.05) pre and
posttest gains in district, state and national performance standards in social
studies and language arts as prescribed by NESIC and the California Frameworks
Committees, and/or as measured in district and state assessments, including but
not limited to the state-prescribed standardized assessment (Stanford
Achievement Test 9).
Evaluation Question:
To what extent, are students gaining technological proficiency?
Evaluation
Question: To what extent, are students demonstrating academic achievement in
language arts and social studies?
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
UD Staff Curriculum and Inst. staff Appropriate Project partners Technology in the classroom Curriculum resources |
P1.1 Placement of computers and
peripherals in classroom and
curriculum resources in the hands of teachers |
Ongoing |
O 1.1 Teachers and their students
will have increased access to computers as a part of their learning
environment. |
Continue to monitor technology and
other resource access |
|
P1.2 Technology training within
context of content areas appropriate for each cohort is identified. Project based learning training is
conducted for all cohorts Training in classroom and tech
equipment management in accordance with District Technology Plan (listed under professional
development also) |
Information on how the training
information was identified and the makeup of each cohort Description of the project’s use
of project based learning Need a copy of district technology
plan, interview project director on how the UD fits into technology plan;
a list of classroom trainings and participants |
1.2 Best practices and technology
integration disseminated in UDSIs All LA and SS students of Cohort
teachers complete 1 or more research investigations Teachers and students have access
to working equipment in a high expectation learning environment. |
Need more information We need to collect information about research investigation process and what, if any, has been accomplished by teachers We need to ask teachers what their expectations are for students related to their use of technology. |
Student Objective
2: (Technology Systems) By
June 2002, Oakland high school graduates who have participated in the Technology
Innovation program for three years will demonstrate literacy and proficiency in
the use of technological systems, operations, communications, research
resources, problem-solving and decision-making tools as measured by pre- and
post- program Likert-style questionnaires, projects produced, and a limited
number of interview-demonstrations.
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
UD Staff Curriculum and Inst. staff Appropriate Project partners Technology in the classroom Curriculum resources |
P1.3 Collection and analysis of
SAT/9 and high school exit exam results |
Ongoing |
O 1.3 Database is developed and
student assessment results are analyzed |
Differences between project
students and those not participating in the project. |
|
P1.4
Identification and monitoring of students who have been in the
program for at least three years. |
Project has completed one full
year of full implementation. Students
have been initially identified |
O 1.4 Exiting seniors will be
given an exit exam on technology competencies |
Exit exam is in its draft form. Profiler account or other online delivery will be examined. |
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
UD Staff Curriculum and Inst. staff Appropriate Project partners Technology in the classroom Curriculum resources |
P1.5 Video Case Studies |
Ongoing |
O 1.5 Qualitative picture of what
is occurring in classrooms |
Three preliminary case studies
have been developed and will be built upon including the inclusion of
additional student work. |
|
P1.6
Initial video registration web page with changes for use in the
enrollment of students |
Completed |
O 1.6 Preliminary assessment of
enrolling teachers and their project proposals |
Incoming |
The goal of the Urban Dreams
professional development program is to provide high school teachers of Language
Arts and Social Studies and support staff with new strategies and techniques
necessary to help high school students improve expository writing and historical
thinking skills in the context of human and civil rights
Teachers will be trained in project
based learning methodologies, Internet research strategies, expository writing
teaching skills and how to integrate technology in the context of the curriculum
Project partners such as the Interactive
University at UC-Berkeley, the Martin Luther King Jr. Papers Project at Stanford
University, and the World Affairs Council will provide enriched content and
technological access to original source materials as well as technological
expertise and tools to make the success of this project possible.
Building capacity and sustainability are additional goals of the professional
development component and to that end a number of Teacher Leaders will be
designated to work with each project partner. Teacher Leaders will work in
partnership with project personnel to design materials suitable for inner city
high school students and that address district, state and national content
standards. Teacher Leaders will be asked to participate in the major Urban
Dreams Summer Institutes and to provide coaching for other teachers who
participate in the grant.
The overall design of the UD professional development will be to establish the Teacher Leader group to work closely with the project partners, the conducting of an 8 day Summer Institute for each year's cohort of teachers, provision for ongoing technology training throughout the school year and coaching, both on site and on line. The construction of an electronic community and of on line resources to support the teachers will be accomplished by the establishment of web pages, live and electronic access to staff development, and teacher access to electronic community tools. KDOL, the district cable television station and distance learning will be to deliver content as well provide professional development options.
Urban Dreams will integrate with and
support the curriculum that has been developed by the district Language Arts and
Social Studies curriculum teams. A major task to be undertaken by the UD grant
is to help high school teachers become knowledgeable about content standards.
Teachers will learn to construct standard based lessons with embedded
technology. These lessons will focus on assisting students to reach mastery of
the content.
The current state of standards
awareness, installed technologies, and technology practices in the curriculum
will be assessed. Strengths and weaknesses will be identified and used to guide
the course of professional development.
The development of electronic resources
to support the curriculum will be explored with the project partners. This will
include the development of web pages, original source materials and
collaborative tools to create learning communities.
The end results of these efforts will be
to create meaningful, content rich, technology rich environments for both
teachers and students. Curriculum embedded technologies native and transparent
to teaching styles and content delivery will result in significant gains in LA
and SS achievement for OUSD high school students
Objective
2.2 Staff Development II: By June 2002, 100% of social studies,
language arts teachers and other staff members, as appropriate, working in
project high schools will have completed year I staff education activities
delineated in the “Technology Integration Professional Development Program.”
Evaluation
Question: To what extent, are
teachers gaining technological proficiency?
Evaluation
Question: Are teachers getting the
technical assistance they need to infuse technology into their classrooms?
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
Project Leader UD Staff Curriculum and Inst. staff Appropriate Project partners |
P2.1 Teacher Leader (TL) groups
for each partner and project are identified, recruited and contracted |
We need a list of the TL and
groups that were developed. |
O 2.1 Projects and teachers are
matched. Pilots are started in each TL classroom. |
We need a list of projects and
their teachers. We should
gather this information before we begin the structured interviews |
|
P2.2 Technology training within
context of content areas appropriate for each cohort is identified. Project based learning training is
conducted for all cohorts Training in classroom and tech
equipment management in accordance with District Technology Plan |
Information on how the training
information was identified and the makeup of each cohort Description of the project’s use
of project based learning Need a copy of district technology
plan, interview project director on how the UD fits into technology plan;
a list of classroom trainings and participants |
O 2.2 Best practices and
technology integration disseminated in UDSIs All LA and SS students of Cohort
teachers complete 1 or more research investigations
Teachers and students have access
to working equipment in a high expectation learning environment. |
Need more information We need to collect information about research investigation process and what, if any, has been accomplished by teachers We need to ask teachers what their expectations are for students related to their use of technology. |
|
|
P 2.3 UD staff and teachers
collaboratively identify and disseminate best practices and strategies
through UD sponsored conferences, meetings, teacher-to-teacher mentoring
and classroom observations. |
Information needed on best
practices and practices and information on how teachers are disseminating
what they have learned |
O 2.3 PTs collaborate with
colleagues and UD staff to present and participate in conferences,
meetings, and teacher-to-teacher dialogs on implementation of best
practices and strategies in their classrooms. |
Information needed on project
staff activities related to gathering information and collaboration with
project teachers related to best practices |
|
|
P2.4 Teachers attend Summer
Institutes planned and organized to provide professional development
supporting the integration of technology, best practices, and enhanced
content knowledge into UD classrooms. |
Accomplished and ongoing annually |
O 2.4 Teachers are prepared to
begin implementation during the following school year |
Currently occurring – we need to
gather contextual information on how teachers are using what they learned
and their new technology resources |
|
|
P2.5
Content experts from universities and community organizations will
work with teachers to enhance content knowledge about issues related to
human and civil rights. |
Accomplished and ongoing annually |
O2.5 Teachers integrate enhanced
knowledge of human and civil rights into their course content. |
Currently occurring – we need to
gather contextual information on how teachers are using what they learned
and they are integrating it into their regular coursework and aligning it
with state standards |
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
Project Leader UD Staff Curriculum and Inst. staff Appropriate Project partners |
P2.1.1 UD staff in collaboration
with MLK Jr. Papers Project staff selects 2-4 Teacher Leaders and project
products are defined. Pilots started in TL classrooms Technology infused lesson plans,
best practices identified, web based resources and high school appropriate
links are designed for UDSI |
Information on how and where this
is taking place is vital. How
is information being gathered and used by teachers including lesson plans,
best practices etc.? |
O 2.1.1 Products, content
enhancement provides support to achieve goals. Teachers leaders can lead PD
during school year and during UDSI |
Description of products and
content needed. Further definition of TL roles and
responsibilities |
|
P2.1.2 OTX and UD staff
collaboratively plan, as part of the home computer program, component,
training for parents of students who receive UD computers for the home. |
Accomplished and ongoing |
O 2.1.2 Parents know technical and
academic aspects of using a computer at home to support school site and
educational goals. |
We need to develop a parent survey
for parents with home computers to see how they are used. |
Objective 2.3
Staff Development I: By June 2001 and annually thereafter, each
cohort of Oakland teachers who have participated in the Technology Integration
Professional Development Program for at least two years will demonstrate
augmented content knowledge in the disciplines of social sciences and
literature, technology uses in the classroom, and constructivist pedagogy as
assessed through pre-, post- and ongoing professional development surveys, and
through participant-developed curriculum units, thematic lessons and
demonstration lessons.
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
Project Leader UD Staff Curriculum and Inst. staff Appropriate Project partners |
P2.2.1 TL receives training in
Inspiration, PowerPoint, Educart, and Internet research processes. |
Description needed of what was
taught TL and how that was decided upon |
O 2.2.1 PTs receive training and
PTs are able to integrate these tools into teaching practices. |
Description needed of what was
taught PTs and how that was decided upon |
|
P2.2.2 TL, UD staff and project
leaders evaluate and select additional appropriate training (in addition
to those listed above) for each project |
Description of how participants
self-selected trainings |
O 2.2.2 Customized training
provides the participants in each project with the necessary skills to
meet their goals. |
List of goal sheets and a
description of how teachers provided the information |
|
|
P2.2.3 PTs incorporate PBL
strategies in classroom practices. |
Definition of PBL strategies –
We need to ask teachers if they are implementing these in their
classrooms. |
O2.2.3 All L.A. and S.S students
complete one or more technology-based research activities |
Records of technology-based
research activities; should we publish these a la ThinkQuest? |
|
|
P2.2.4 Now becomes 2.2.4 UD Staff provides training for PTs
in technology equipment management. |
Records of technology equipment
management |
O 2.2.4. Students and teachers
have access to working equipment and are less reliant on tech. support. |
This is a question we need to ask
teachers in our structured interviews; how many computers are in the
classrooms and how are they accessed by students? |
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
Project Leader UD Staff Curriculum and Inst. staff Appropriate Project partners |
P2.3.1 Technology integration
strategies are investigated, developed, and analyzed in collaboration with
partners and tested in PT classrooms. |
We need to speak with the staff
about how the strategies were adopted, what the strategies are and how
they are being implemented. |
O 2.3.1 Content integrated with
technology is incorporated in OUSD high school L.A. and S.S. classrooms. |
Speak with teachers
how the strategies are being implemented |
|
|
P2.3.2 Recognized content experts
utilize lectures and personal coaching to enhance PT content knowledge. |
Have content experts been
identified? Explain coach
selection process |
O 2.3.2 Teachers integrate
enhanced knowledge into course content. |
Speak with teachers
how the strategies are being implemented |
|
|
P2.3.3 Consultants selected to
provide coaching (electronically and on site). |
What is the status of the coaching
program. |
O2.3.3 Improved teaching
strategies are implemented by teachers who receive coaching. |
We need to ask which teachers are
participating in coaching and what they feel the effect of it is. |
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
Project Leader UD Staff Curriculum and Inst. staff Appropriate Project partners |
P2.4.1 Content Experts and
projects are selected and contracted for Summer Institutes, special
lecture series, coaching. |
Accomplished – we do need to see
if we can find last year’s evaluations |
O 2.4.1 Participating
teachers enhance their knowledge of concept, context and facts in
the human and civil rights area. |
Need to interview or survey
teachers as to their knowledge of human and civil rights |
|
P2.4.2 Tech training at UDSI,
within the context of LA and SS content is provided by consultants, UD
staff, and project partners |
List of trainings |
O 2.4.2 PTs integrate tech skills
into their teaching practice and require student work that uses
technology. |
Interviews with teachers, sample
of students work – thought, the district should sponsor a website (like
Thinkquest) to post student work |
|
|
P2.4.3 Literature connections to
the theme of human and civil rights are investigated. |
Accomplished – we do need to see
if we can find last year’s evaluations |
O2.4.3 PTs
develop instructional materials that use literature to explore
themes of human and civil rights. |
Collect information and samples of
teachers’ instructional materials |
|
|
P2.4 4 PTs, Projects and UD staff
address historical thinking skills in tech infused content for inclusion
in staff development, samples of digital lesson plans, and internet-based
research projects. |
We may want to interview the staff
and revisit Dana’s focus group interviews to answer how this was
accomplished |
O 2.4.4 PTs develop materials to
assist students in improving historical thinking skills. |
Collect information and samples of
teachers’ instructional materials |
Objective 2.1
Curriculum Development: By June 2001 and annually thereafter, Oakland
teachers who have participated in the Technology Integration Professional
Development Program for at least two years will produce interdisciplinary,
multicultural curricula reflecting the cultures and languages of Oakland’s
student body through the themes of human and civil rights.
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
Project Leader UD Staff Curriculum and Inst. staff Appropriate Project partners Current NETS (National Educational
Technology Standards), CEAP (Computer Education Advisory Panel) of
California Commission on Teacher Credentialing and state, district content
standards.
|
P2.5Current resources and
practices of teachers and of partners examined through the use of surveys,
observations and interviews Identification of serendipitous
resources. |
This will be handled for the
teachers through the structured interviews. |
O2.5Document detailing prevailing
practices that are concerned about tech integration. |
Status of document |
|
P2.5.1 Innovative tech strategies
and enhanced content developed in collaboration with lead teachers, UD
staff, C&I staff and partners.
Innovative methodologies and best
tech integration practices identified in pilot projects |
We should ask the project staff if
these strategies, methodologies and enhanced content have been identified. |
O2.5.1Innovative technology tools
and practices and new content incorporated into the curriculum helps
students to improve expository reading and writing skills. Increase the use of curriculum
that is tech infused. Tech
integration knowledge of teacher positively impacted. |
We need a thorough description of
these innovative technology tools and content that targets reading and
writing skills Again, the status of the
integration needs to be explored with the project staff and teachers. |
|
|
P 2.5.2 Teacher assessment of
impact on student achievement and staff practices through CEAs… |
What are CEAs?
We do need to ask the teachers what they think the impact is on
students in addition to gathering the STAR data. |
O 2.5.2 Data gives Urban Dreams
staff and teachers a basis… |
|
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
Project Leader UD Staff Curriculum and Inst. staff Appropriate Project partners Current NETS (National Educational
Technology Standards), CEAP (Computer Education Advisory Panel) of
California Commission on Teacher Credentialing, state and district content
standards. |
P2.5.3 Surveys sent to school
sites to assess knowledge of NETS, CEAP, state and district standards. |
We did do the initial surveys for
teachers. We may want to use
the NETS standards or post them. |
O2.5.3 Baseline assessment of pre
grant teacher knowledge established |
Accomplished |
|
P2.5.4 Partners meet with UD staff
and C&I to determine capabilities and expectations of Participating
Teachers, UD staff and grant resources. |
Ongoing – could use more detail |
O2.5.4 Realistic, clear outcomes
and products for partnerships aligned with standards agreed upon by
partners. |
No record of this |
|
|
P2.5.5 Net access to state and
NETS standards provided to teachers. |
Need information |
O2.5.5 Teachers directly reference
standards in creating technology-infused lessons. |
Need information – excellent
question to ask in structured interviews |
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
Project Leader UD Staff Curriculum and Inst. staff Appropriate Project partners Teacher Leaders . |
P2.5.6 Observations and surveys to
assess current technology support tools. TL developed sample lessons with
tech tool use infused are constructed |
Initial survey was given – a
follow-up question as a part of the structured interviews may be helpful Ask for copies of sample lessons |
O2.5.6 Pre-grant levels
established. Teachers have models available to
guide new practices. |
Accomplished List the models that are
available? |
|
P2.5.7 Observations, surveys to
assess current use of Internet research practices in classrooms |
Surveys were given |
O2.5.7 Baseline of teacher
Internet use in the classroom established. |
Accomplished |
|
|
P32.5.8
Teacher Leaders, UD Staff receive training in Content technology
appropriate applications (i.e. CD-ROMs, Decisions, Decisions,
Constitution). |
Accomplished |
O2.5.8 Cohort teachers use content
technology applications in classroom practice. |
We need to gather this information
in the structured interviews. |
|
|
P2.5.9 PTs learn to use and guide
others online resources. |
Information available on this? |
O2.5.9
PTs use and guide others in the use of online resources to develop
lessons and conduct online research. |
Information available on this? |
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
Project Leader UD Staff Curriculum and Inst. staff Appropriate Project partners |
P2.5.9.1 Martin Luther King Papers
Project Staff in collaboration with LA and SS Coordinators, teacher
leaders and UD staff determine appropriate and standards based materials
for web publication, technology infused lesson plans and content enriched Lesson plans specific to MLK Jr.
Papers project tested and best ones prepared for UDSI(Urban Dreams Summer
Institute Coaching, by telecommunications
and in class methods, provided by grant funds. |
I would like to gather more
detailed information on the Martin Luther King Paper Project and its work
with the project. Are there
lesson plans developed and in use? What
coaching model is being used. |
O2.5.9.1 TL pilot projects Net access to documents provided
to teachers, model lessons on web with direct reference Civil and Human
rights Teachers are able to incorporate
resources into classroom practice. Students use the resources
developed for investigative
research projects |
We should ask staff about the
staff of each of these. We
can also develop questions for the structured interviews. |
Recognizing and empowering parents and
the community that surrounds our students and schools is a critical component of
UD. Building leadership capacity and bridging the Digital Divide by placing
technology in the homes of our students are two goals of this component.
Parents through a community service
program will be able to earn a refurbished computer that will be permanently
placed in a student's home. This computer will have application programs
necessary to support the academic efforts of a student and their families. The
equipment for this program will be provided through the services of community
organizations.
The establishment of a training program
to support parents will focus on the training of the parents. This organization
will provide training on the use of the equipment and organize the monitoring of
community service hours necessary to "earn" a computer.
Home school connections will be
strengthened through the use of technology. The grant's goal of building support
and leadership capacity with the parental community will be supported by using
web based resources, utilizing the OUSD phone calling system and the district
cable station KDOL.
The design of the parent component will
vary from site to site depending on other programs that may exist at a given
site and the site priorities. Building a community of students, parents, teacher
and UD staff will result in significant gains in language arts and social
studies achievement.
Objective 3 .1
Parent Involvement: By June 2001, 75% of program participants'
parents and/or guardians will participate in at least one parent activity
appropriate to their parenting situation.
Objective 3.2 Community Engagement: By June 2002, members from collaborating Institutes for Higher Education (IHEs) and identified community partners in business and/or social service agencies will participate in at least one school-community activity appropriate to improvement of instructional service delivery to students.
Evaluation Question:
To what extent, are parents gaining technological proficiency?
Evaluation
Question: How are the computers used in the homes of participating families?
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
Project Leader UD Staff Curriculum and Inst. staff Appropriate Project partners Resources of the collaborative partners |
P3.1 Parent University is planned
and the necessary resources ordered. Each school has an on-site liaison
identified and trained.
Process planning is done in
collaboration with the school site liaisons, MAFEI, and OUSD UD staff |
Need information concerning the
Parent University – what is it, who participated, what activities were
carried out?
Who are the liaisons?
What did they do?
What process planning occurred? |
O 3.1 Parents have the training to
understand and assist their children using technology to support education
use at the school site. Parents have greater understanding
of LA and SS content, process and tech skills needed to succeed at the
high school and career levels School site staff are integral part of planning and implementation. Parents receive training necessary to achieve the goals of the grant. |
List of parent trainings – we
should also develop a parent workshop evaluation form Parent workshop evaluation form
We should collect information from
staff about the understanding of how school site staff have participated
thus far |
|
P3.2 OTX in collaboration with UD
staff plans necessary tech training and deployment of equipment |
Need information |
O 3.2 Parents, after training
receive equipment for home use. |
Accomplished – How are they
using the technology? How
successful is the program? |
|
|
P3.3 OTX software licensing and
physical needs are inventoried, necessary arrangements to license and
provide equipment are made |
Need information |
O3.3 Recycled equipment has
adequate media to support educational use in student homes. |
Need Information |
|
|
P 3.4
Telecommunications like electronic newsletters, e-mail, video, the
automated calling system and
training cable cast over KDOL are explored to facilitate the home school
connection |
Status of exploration into using
alternate mediums |
O 3.4 Parents and the community
receive timely notice of planned trainings, and knowledge of the project |
Interviews with staff |
Parent University develops parents who are engaged in the school community, have educational and technology support skills to assist their children. Leadership skills are developed in the parent community.
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
Project Leader UD Staff Curriculum and Inst. staff Appropriate Project partners |
P3.1.1 MAFEI and UD staff develop
the requirements for each school in sequence over 5 years for parents to
receive training |
Status of requirements |
O3.1.1 Parents have the social and
tech skills to support students in significantly increasing LA and SS
achievement |
List of trainings and development
and implementation of parent workshop evaluation form |
|
P3.1.2 School sites selected, and
permits filed for PD requirements and instructors are retained and
trained. |
Status of requirements |
O3.1.2 Training centers in place |
List of training centers – we
may want to get pictures or video clips of sites |
|
|
P3.1.3 Alternate plans for
scheduling are considered (i.e., 3 week institutes on a rolling basis at
each high school, alternative schools attached to closest comprehensive
HS), and one chosen |
Need to uncover how trainings were
planned and how well they were attended |
O3.1.3
Scheduling complete |
List of trainings |
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
Project Leader UD Staff Curriculum and Inst. staff Appropriate Project partners |
P3.2.1 P OTX in collaboration with
UD staff and MAFEI sets up record keeping for community service hours.
Community service hours are accumulated by attending school support
committees like SSC, BSC, DAC, BDAC, TLC tech training courses, Parenting
University, adult education courses. |
Community service hour records and
list of how service hours were completed |
O3.2.1 Parents receive refurbished
machines after completing community service hours. |
List of parents receiving machines |
|
|
|
|||
|
P3.2.2 OTX in collaboration with
UD staff determines the most efficient and cost effective software
licensing necessary for home machines |
Explanation of process |
O3.2.2 Parents and students have
access to instructional media that supports grant goals |
Description of access points and
numbers of parents and students accessing technology outside of the
classroom. |
|
|
P3.2.3 OTX in collaboration with
UD staff and Tech Services sets up tech support system for home machines |
Description of tech support system
and how many parents accessed it |
O3.2.3 Parents have working
equipment. |
Parent survey for parents using
the machines |
|
|
P3.2.4 Staffing for rollout, tech
support and training is determined and put into place in collaboration with OTX |
Status description |
O3.2.4 Machines and training for
parents are delivered in a timely manner.
Parents, with technology in place in homes, are able to support their
children’s educational goals |
Parent Training Workshop
Evaluation Form |
Objective
4.1 Equal Access to Technological Instructional Tools:
By June 2004, every high school student in Oakland Unified School District will
have consistent access to computer technology as instructional and learning
tools in their social studies and language arts classes and classrooms.
|
Inputs |
Process |
Current
Status |
Outputs |
Outputs
Status |
|
UD Staff Curriculum and
Inst. staff Appropriate
Project partners Technology in the
classroom Curriculum
resources |
P4.1 Placement of
computers and peripherals in
classroom and curriculum resources in the hands of teachers |
Ongoing |
O 4.1 Teachers and
their students will have increased access to computers as a part of
their learning environment. |
Continue to
monitor technology and other resource access |
|
P4.2 Technology
training within context of content areas appropriate for each cohort is
identified. Project based
learning training is conducted for
all cohorts Training in
classroom and tech equipment management in accordance with District
Technology Plan (listed under
professional development and student achievement components also) |
Information on how
the training information was identified and the makeup of each cohort Description of the
project’s use of project based learning Need a copy of
district technology plan, interview project director on how the UD fits
into technology plan; a list of classroom trainings and participants |
4.2 Best practices
and technology integration disseminated in UDSIs All LA and SS
students of Cohort teachers complete 1 or more research investigations Teachers and
students have access to working equipment in a high expectation learning
environment. |
Need
more information We
need to collect information about research investigation process and
what, if any, has been accomplished by teachers We
need to ask teachers what their expectations are for students related to
their use of technology. |
The following is an
overview of the major evaluation activities for each component area:
Activities
|
Products
|
Timelines
|
|
Collection of
SAT/9 scores for 2002 and high school exit exam |
Matched score
(pre/post) analysis of changes for UD students |
July – August
2002 |
|
Development of a
comparison group of district students |
Experimental
analysis |
July – August
2002 |
|
Creation of a
student portfolio system |
Collections of
student work as evidence of teachers’ best practices |
Student work will
be collected on an ongoing basis |
|
Collection of
student work during teacher interviews |
|
Winter and spring
2002 |
|
Development and
administration of an exiting student survey of technology skills for
graduating students |
Student survey of
technology skills |
Spring 2002 |
Activities
|
Products
|
Timelines
|
|
Interviews and
survey with cohort 1 and 2 teachers (stipend provided) – we will use
the previous year’s survey |
Interim reports on
teacher knowledge, attitudes and behaviors |
Interviews
beginning in December and continuing through February |
|
Analyze teacher
plans and subsequent product emerging from the expository writing
workshops |
Teacher products
emerging from their professional development experiences |
Ongoing |
|
Review of
curricula and instructional materials developed by participating
teachers (use with video case studies) |
Collection of
curriculum and instructional materials that illustrate promising
practices |
Ongoing |
|
Pre/post
assessment of teachers in the supplemental grant video program |
Measurement of the
impact of supplemental grant video trainings |
Baseline taken
prior to video training and in the spring of 2002 |
|
Interactive video
studies |
Demonstration how
UD professional development activities impact what occurs in the
classroom |
Beginning in
November of 2001 and ongoing |
|
Pre/post
assessment of project sponsored workshops |
Measurement of the
participant attitudes toward project sponsored workshops |
During summer
institute trainings |
3. Technology Access
and 4. Parent Involvement:
Activities
|
Products
|
Timelines
|
|
Structured
interviews with project staff and collaborating partners |
Interview
transcriptions and follow-up summaries |
Ongoing |
|
Administration to
principals of the STaR school-based technology survey |
Analysis of system
changes at the school level |
Fall 2001 and
summer 2002 |
|
Analysis of
community-based technology trainings |
Pre and post
assessments and summative evaluation summaries |
Spring 2002 |
|
Follow-up
telephone interviews with cohort 2 families who have received
refurbished computers. |
Report on family usage of computers |
November 2001 through January 2002 |
© Copyright 2001 Center for Evaluation and Research, LL