AEA 2015Jeni Corn, Suzanne Branon,

Avril Smart, Rob Maser

Prepared for the NC State Board of Education-Department of Public Instruction

NC’s Large-Scale, Statewide Needs Assessment/Asset

Inventory for Digital Learning

http://ncdlplan.fi.ncsu.edu

A Plan to Implement Legislative Actions

Digital-Age Teaching and Learning

Advancement based on demonstrated mastery of the content and competency in applying what has been learned.

Anywhere and anytime learning, inside and outside of schools, 24/7, with most learning blending face‐to‐face and online activities.

Personalized learning and flexible resources optimized for each student.

Student‐centered instruction, combining large group, small group and individualized learning, with teachers serving as facilitators and coaches.

Digital content providing interactive, flexible and easily updated educational resources.

Assessments integrated into learning activities to provide ongoing information about students’ achievement that can be used to improve teaching and learning.

Parent portals provide 24/7 access to their children’s assignments, grades, and records, as well as a means to communicate with teachers and administrators. 

Project‐based and community‐based learning activities connecting to students’ lives outside of school.

Guiding Principles

1. Focus on effective teaching and learning, enabled and enhanced by technology.

2. Leverage existing innovations, expertise, and resources from throughout NC.

3. Develop leadership capacity throughout the State.

4. Engage teachers, administrators, students, parents, business leaders and other stakeholders.

5. Focus on equity of educational opportunities for all students throughout NC.

6. Plan for long-term sustainability, continuous improvement, and educational return on investment.

Methodological Approach

Process and Outreach

Deep Dive Site Visits

And several charter schools

Selected Findings

Data Sources:• NC Teacher Working Conditions Survey (2014)

• Annual Media and Technology Report (AMTR) (2015)

• NC Digital Learning Progress Rubric for Districts and Charter Schools (2015)

• Deep Dive District Visits (2014-15)

Technology Access Exceeds Training2014 Teacher Working Conditions Data

Teachers have sufficient access to instructional technology, including computers, printers, software and internet access.

Teachers have sufficient training to fully utilize instructional technology.

684 NC Schools have a 1:1 Initiative2015 AMTR Results

91 LEAs have at least one 1:1 school10 LEAs are 1:1 in all schools14 LEAs have only a single 1:1 school Growing connectivity demands

684 NC Schools have a 1:1 Initiative2015 AMTR Results

Does your school have a 1:1 program?

Only 16% of NC Schools have a Full-Time ITF2015 AMTR Results

Less than 1/3rd of Schools Estimate that 75% or More of their Students have Home Internet Access

2015 AMTR Results

6,000 90,000

390,000 480,000

40,000

160,000

230,000

70,000

-

100,000

200,000

300,000

400,000

500,000

600,000

700,000

0%-25%(5% of schools)

26%-50%(21% of schools)

51%-75%(43% of schools)

76%-100%(31% of schools)

Est.

# of

Stu

dent

s w

ith (B

lue)

&

With

out (

Red

) Acc

ess

School Estimates of Proportion of Students with Home Access

Digital Learning Progress Rubric

2015 Digital LearningProgress Rubric

LEAs are at Different Places in their Progress Toward Digital Learning

2015 NC Digital Learning Progress Rubric Results

(N=7)(N=33)

(N=53)(N=22)

Key Elements on Which LEAs Rate Themselves Highest

Key Element Average Key Element Score

L3 - Communication & Collaboration 3.0T1 - School Networks 2.9D3 - Authentic Assessments 2.7L6 - Policy 2.5T2 - End-User Devices 2.5

Note: “Key element score” is the score each LEA rated itself on a single key element. The rubric is scored on a 4-point scale: “early” (1-1.9); “developing” (2-2.9); “advanced” (3-3.9); and “target” (4). All data are self-reported.

Key Elements on Which LEAs Rate Themselves Lowest

Key Element Average Key Element Score

L5 - Sustainability 1.9P3 - Professional Development 1.9T6 - Outside of School 1.9T5 - Supporting Services 2.0C1 - Educator Role 2.0

Note: “Key element score” is the score each LEA rated itself on a single key element. The rubric is scored on a 4-point scale: “early” (1-1.9); “developing” (2-2.9); “advanced” (3-3.9); and “target” (4). All data are self-reported.

Summary of Recommendations

Summary of Recommendations

Budget Considerations

Other Considerations: Meeting Human Capacity Needs (e.g., how to balance funding for new roles, like instructional technology facilitators and technicians; both are critical to success but only present in 16% and 11% of schools, respectively)

* Total connectivity cost is $64/ADM - E-rate covers $43/ADM

Estimated Avg. Per-ADM Cost

2014-15 Budget

NCGA 2015-16 Budget

NCGA 2016-17 Budget

Content $60 $16 $34.67 $41.33

Devices $100 - - -

Connectivity $21* $13 $14.67 $21

Professional Learning $4 - - -

Regional Support $3 - - -

Final Comments

• NC is positioned to be a national leader in digital learning.

• There will be good long-term for the state in terms of educational outcomes, increased graduate rates, and workforce preparation.

• The Digital Learning Initiative will move things in the right direction, but changes will be ongoing.

• Successful implementation will require investments in infrastructure, digital content, and human capacity development.

NC Digital Learning Plan Resources

http://ncdlplan.fi.ncsu.edu/

Jeni Corn, Director of Evaluation Programs, Friday Institute for Educational Innovation, NC State University, jocorn@ncsu.edu