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North Central Regional Educational Laboratory
"Applying Research and Technology to Learning"
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NCREL:s Mission
Our mission is to strengthen and support schools and communities so that all students achieve stan
dards of educational excellence. We accomplish our mission through policy analysis, professional
development, and technical assistance, and by leveraging the power of partnerships and networks.
NCREL also operates:
The North Central Regional Technology in Education Consortium
800-356-2735 • 630-571-4710 • Fax: 630-218-4989 • www.ncrtec.org
The Midwest Consortium for Mathematics and Science Education
800-356-2735 • 630-571-4700 • Fax: 630-571-4716 • www.ncrel.org/msc/msc.htm
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North Central Regional Educational Laboratory
1900 Spring Road, Suite 300
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The Midwest Consortium for Mathematics and
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change in mathematics and science educa
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MSCJs Mission
Our mission is to advance systemic change in
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mission is to strengthen and support schools
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standards of educational excellence. Simply
put, we are here to help teachers teach better;
students learn better; administrators provide
better leadership; policymakers make better
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collaborate better on behalf of all students.
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fall of 1999 (made possible through a partnership
with the American Library Association)!
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(Note: Quantities are limited.)
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munications company, provides a wide range
of communications products and services
to millions of customers in 50 states and 40
countries. We understand how important
technology is, particularly in the lives of families,
and we understand how vital it is to develop
these skills in our children. That's why we're
proud to join with NCR,EL to make ParenTech
part of our strong tr~dltion of supporting and
giving back to the co~mmunities we serve. In
1998, Ameritech ,c~ntributed more than $27.2
million to help,rt;ore than 3,800 nonprofit
organization~oachieve their goals. And nearly
43,000 of iur employees and retirees volunteered
482,00q,nours to support health and human
services, civic and community projects, and
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�What Is ParenTeCh?
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Kids today seem so at ease with technology ...
but many families still wonder if their children are
using technology in productive, educational ways.
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my child learn in middle school?"
"How can I help my child explore
tomorrow's high.tech careers?"
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Technology and Society Guide
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that will shape my child's life
in the next century?"
The answers to these and many other questions
can be found with the help of ParenTech. a
unique technology information initiative that's
educating families across the Midwest.
ParenTech prOVides families and educators of
children in grades 6-8 with the latest research,
inspiring stories, practical tips, and places to go
to learn more--all in a free, Rarent-friendly kit
of resources focused on three important topics:
ParenTech also reaches out to middle schools
with an informative Teacher Guide, a
tip sheet, and a colorful poster. In
ParenTech connects with communities through
a "mini-exhibit" scheduled to visit regional
museums during the summer and fall of 1.999: 0
The wayCwe live ...
Technology and Society
for the next 20 years
Technology and Careers Guide
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middle schoolers' career development
Technology and Education Guide
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school education
r/ How technology can support middle
school teaching and learning
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CD-ROM
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in education, parenting, and technology
r/ Fun activities to help parents guide
their children through a digital age
r/ Video visits to middle school classrooms
where technology is bringing learning to life
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their children-both at home and at school.
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Technolo~,a';,d Careers
technology terms
Parents and educators outside
these states can access online
resources at (www.parentech.org>.
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Resource kits are free to
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much more!
�The Amazing Picture Machine™ Web site
was created by NCRTEC (North Central
Regional Technology in Education
Consortium) to help educators easily find
graphic resources on the World Wide Web.
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Teachers and students can find pictures and
maps from Web sites around the world by
typing a subject into The Amazing Picture
Machine™ Web site. The NCRTEC search
engine then combs its extensive list of
Internet graphics and displays a web page
with descriptions of pictures and clickable
links to those pictures.
The Web site includes sample lesson activi
ties to give teachers ideas about how they
can incorporate pictures in their own class
rooms.
Pictures on the Internet are a great way for
students to learn. There are recent pictures
from the Hubble Space Telescope, great
works of art, and pictures of people and
places around the world.
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Web Site
North Central Regional Technology in
Education Consortium helps schools to
integrate technology into their classrooms
through:
• Technical assistance
• Professional development
• Innovative tools
For more information contact:
North Central Regional Technology
in Education Consortium
1900 Spring Road, Suite 300
Oak Brook, IL 60523-1480
(630) 571-4710
ncrtec@ncrel.org
NCREL
NCRTEC
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A Web Site to Help
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hUp:llwww.ncrtec.org/picture.htrn
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An NCRTEC Index to Grapbical Resources on tbe Internet
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Motber and Baby Gorilla
Color photograph (42K. tiOOx44{) pixels. jpeg)
A mother and baby gorilla sit by a log in the AtlanUl 'ZJ:,o.
GoriDa
Color photograph (303K, 829x545 pixels, jpeg)
A silverback gorilla stares into the foliage on a mountain in Africa.
Read the description and then
click on the picture you want
to see.
Wildebeest Millflltlon
Color photograph (20K. 497x344 pixels. jpeg)
A tremendous herd of Wildebeest stretches for miles across the Serengeti Plains in Africa.
Black Rhinoceros
Color photograph (47K. 256x260 pixels, gil)
A black rhinoceros looks straight into the camera.
.G!n:i!!!!
Color photograph (347K, 880x592 pixels. gil)
A young gorilla sits amidst the foliage chewing on a plant in Africa.
http://www.ncrtec.org/picture.htm
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�Pathways to School Improvement
NCREL Home Page
The Pathways site was created to help both teams
and individual educators work toward school
improvement. Topics include curriculum, instruction,
and assessment (including the content areas and
students "at risk"), as well as parent involvement,
professional development, and educational technol
ogy. Pathways summarizes current research, helps
schools develop goals and the strategies to reach
them, and provides examples of schools that have
suc:;cessfully implemented plans to improve learning.
Bonus features include Timely Topics (information on
hot issues, such as charter schools and balanced
reading instruction) and an interactive Trip Planner
for school self-assessment.
www.ncrel.org/pathways.htm
The NCREL home page connects you to the very
latest educational research and technology
resources. Visit us soon.
www.ncrel.org
North Central Regional Technology in
Education Consortium (NCRTEC)
Based at NCREL, NCRTEC helps K-16 educators
and adult literacy programs use technology in
ways that support improved and engaged learning
for all students. Online resources include lessons,
professional development, and The Amazing
Picture Machine™.
www.ncrtec.org
Midwest Mathematics and Science
Consortium (MSC)
Also based at NCREL, MSC provides direct techni
cal assistance to state education agencies, interme
diate units, districts, and schools. Their activities
reflect a commitment to learning that is based on an
engaged learning approach and that focuses on
best practices and research to optimize learning
opportunities for all students.
www.ncrel.org/msc/msc.htm
Site Map
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The NCREL site map gives you a quick-reference
guide to all the major topic categories within the
NCREL Web site.
www.ncrel.org/info/sitemap.htm
Click Your Way to a
Wealth of Practical
School Resources:
www.ncrel.org
Quick Links
In a hurry for specific information? NCREL's "Quick
Links" button (located on the home page) offers
shortcuts to useful online resources.
Search Button
Type in your key word(s), click the "Search" button,
and receive a finely sorted summary of the NCREL
Web site pages that match your selection.
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North Central Regional Educational Laboratory
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�School and Community
Policy Evaluation
and Research
Curriculum, Instruction
and Assessment
21 st Century Community Learning Centers
Charter Schools
Amazing Picture Machine ™
Find out how the 21 st Century Community Learning
Centers program provides a gateway to resources ,
that will help you design and manage a top-quality
extended learning center. fhis federal, grant-based
project enables schools to stay open longer (before
or after school, on weekends, or during'the summer),
providing a safe place for extended learning. The
site includes links to information on the program;
national, regional, and state-specific resources; and
even potential partners.
www.ncrel.orgI21stcelc/
NCREL's Charter Schools Web site brings together
the best resources in one central location. Besides
providing links to many online publications and
articles, this site contains current information on
charter schools, answers to frequently asked
questions, an online discussion group, and state
specific information and contacts for NCREL's
seven Midwest states.
www.ncrel.org/sdrsltimelylcharters.htm
Looking for pictures, maps, or other visual
resources? Visit The Amazing Picture Machine™
Web site. This easy-to-use search tool helps you
track down a wide range of images, from apples
to zebras (and much, much more). You'll also find
sample lessons and ac:tivities with creative ways
to incorporate pictures into your classroom
.
instruction.
www.ncrtec.orglpicture.htm
Educatiomil Policy Page
Technology Connections for
School Improvement:
Planners' Handbook and Teacher's Guide
Comprehensive School Reform
Demonstration Program
Comprehensive school reform has the power to turn
a school around. Federal funding available through
the Comprehensive School Reform Demonstration
(CSRD) Program helps schools adopt successful
comprehensive reform models. NCREL's CSRD
Web site offers resources-such as an online catalog
of reform models and useful decision-making
tools-and information for schools and districts that
wish to participate in the federal program, as well as
for those going through reform on their own.
www.ncrel.orglcsril
Learning Through Technology: A Planning
and Implementation Guide
How do you implement educational technology as
you pursue systemic school reform? Many essential
technology issues are addressed for you on the
Learning Through Technology Web site. More
specifically, the online guide helps educators and
community members develop a comprehensive
learning and technology plan.
www.ncrel.orgltandllhomepg.htm
Leadership for Learning
This site has full-text versions of back issues of
New Leaders for Tomorrow's Schools and a compre
hensive, research-based checklist to help principals
and other school leaders assess their practice.
www.ncrel.orglcscdl
The Policy Issues and Publications Web site offers
the viewpoints of experts, practitioners, and policy
makers on an array of "hot" educational topics. It
also features full-text versions of policy publications,
including Policy Issues and Policy Reports. These
publications offer a national perspective on a
variety of current issues, descriptions of actions
and agendas in states in the Midwest, expert
commentary, and additional resources.
www.ncrel.orglpolicyl
If your school or district is developing a technology
plan, you'll want to check out these online planning
documents. These companion resources, which
provide comprehensive strategies for technology
integration, include research findings, case
scenarios of best practices, Internet-based
resources, suggested action steps, and helpful
planning tools.
www.ncrel.orgltplanltplanB.htm
Literacy Research and Best Practices
As you seek to improve students' reading
achievement, visit the Literacy Research and
Best Practices Web site. On this site,
you'll learn about the successes
and challenges faced by states,
districts, and schools with
respect to literacy curriculum
development, instruction,
and assessment.
www.ncrel.orgl/itwebl
�Regional Education Laboratories
Serving America's Children Through Quality Research & New
Innovations
Summary of Recent Peer Reviews
NATIONAL
EDUCATION
Background
The 10 Regional Education Laboratories (REL) conduct applied research
and develop innovative programs and practices to improve student
learning. The labs operate at the regional, state, and local levels under the
direction of regional governing boards. The research and innovations
developed by the labs benefit students and educators in a variety of ways.
These efforts range from studies and evaluations of recent reforms to
dissemination of best instructional practices to professional development
of teachers. The labs are supported by federal dollars and through
research and development contracts with state agencies, local school
districts and private corporations and organizations.
KNOWLEDGE
INDUSTRY·
ASSOCIATION
Peer Review Findings
1718 Connecticut Ave, NW
The recent, first of its kind external review identified the following key
strengths in a large majority of the labs:
Suite 700
Washington DC 20009
202.518.0847
Fax 202.785.3849
www.nekia.org
•
•
•
•
•
•
•
•
•
Impressive efforts to support comprehensive school reform
Strong leadership and management
Strong organizational structure
Effective anticipation of the needs of educators
Highly responsive to customer needs
Strong quality assurance mechanisms
High quality products and services
Evidence of usage of products and services developed by the labs
National leadership and reputation in each lab's specialty areas
In addition, evaluations identified that most regional labs have the
following common strengths:
•
•
•
Effective self-assessment and monitoring processes
Comprehensive and continuous evaluations
High quality research impacting schools and students
1
�•
•
•
•
•
•
Significant contributions to linguistically and culturally diverse students
Accessibility to products and services through a variety of media
Quality web site content
Clear evidence of positive impact at the school and district level
Extensive strategic alliances and partnerships
Leverage oj funds for additional services for labs or client agencies_
Evaluators' Comments
Despite the number of strengths and benefits noted, the success of the Regional
Education Laboratories is best captured in evaluators' comments:
"The Laboratory is making a great contribution regionally and nationally to the
cause ofschool reform, especially with regard to its specialty area. The REL is
service-oriented, committed to responding to customer needs. "
"Its programs are consistent with the broad education focus ofthe states in its
region and ofthe nation as a whole. At the programs and policy levels, its cadre
ofable and experienced educators has made excellent connections across the
region and, in some cases, across the naiion. They have brought training and
materials to hundreds ofprincipals and thousands ofteachers who otherwise
would not have known about key ways to organize, teach and assess, or about
strategies to restructure faltering schools and turn around students. "
"The Lab has a large presence in the region, and progress is being made toward
a national reputation. The Lab provides a strong mentoring environment for
minority researchers and values diversity in staffing. The overall culture ofthe
organization is a strength, especially in its responsiveness, quality ofprograms
and collegiality. "
Scaling Up
One particular issue of concern identified by Peer Reviewers is a positive one and
demonstrates the demand for REL products and services. It is the need for many of the
labs to "scale up," that is to take their good works and disseminate them to wider
audiences.
Recent REL Products & Services
Each year the 10 Regional Education Laboratories are engaged in hundreds of research
and development projects. A sampling of recent research and training projects includes
the following:
2
�• Solving the Urban School Crisis. The RELs are working hard to address one
of the nation's most significant educational concerns - the urban education
crisis. All 10 labs are working with urban districts to identify ways to improve
the achievement of children in urban schools. For example, th!! Laboratory for
Student Success is working in more than 600 urban schools: And in San
Francisco, WestEd's Reading Apprenticeship Approach has helped 9th graders
gain up to two years on standardized achievement tests.
• Creating Partnerships for Education Change. In Albuquerque, N.M., the
Southwest Laboratory has helped 14 public schools, 40 social-service
providers, and numerous community supporters join to create a home-school
community partnership. In New York City, the Lab at Brown has worked with
the city's public schools to gather information from 7,000 parents, teachers,
and administrators on how site-based management can be improved in 1,100
schools.
• Putting Research Into Practice. WestEd synthesized more than a decade of
research on early childhood development into an information program for
childcare providers. Seven states adopted the program, which includes a video
series, curriculum guides and training manuals. The Mid-Continent Research
for Education and Learning created Content Knowledge, a database of
standards and benchmarks that helps states, districts, and teachers make sense
of a myriad of standards reports. The lab distributed nearly 20,000 copies of
Content Knowledge. It also placed the report online where it is linked or
referenced to 1,259 sites including The New York Times and Achieve. org
which link it with daily lesson plans and a state education standards database.
For Additional Information
Contact C. Todd Jones, President of the National Education Knowledge Industry
Association (NEKIA) at (202) 518-0847.
3
�21 st Century Evaluation Portfolio
Data·Driven School Improvement Website
Partners
Illinois:
, Wisconsin:
North Central Regional Educational Laboratory (NCREL)
Illinois State Board Education' (IS BE)
Illinois Business Roundtable (lBR)
of
NCREL
Wisconsin Department of Public Instruction (WI DPI)
Overview
This portfolio of decision-making tools offers a comprehensive and coordinated
approach to assessing a school or district's current educational status as well as helping
users set goals, priorities, and standards for action to support school improvement and
educational change. NCREL is currently building these sites for the states of Illinois and
Wisconsin, linking their data to these various tools. The website will give schools access
to their state assessment results, their demographic data, as well as comparative data
from similar schools. The website will also house"information regarding each state's
learning standards, prototypical school improvement plans, and summaries of
empirically-supported educational best practices. Each state has made a commitment to
provide professional development to users (e.g., administrators, teachers) throughout
their state.
Importantly, the website will be question-driven. For example, users interested in
understanding their school's current status would select their school, would select .the
question, "Where are we now?", and would be given a display of these data. Other
guiding questions include, "Where were we before?" (longitudinal data), and "How do we
compare to others?" (similar-schools comparisions). This feature will make the site
accessible and user-friendly to those without a background in evaluation and statistics.
Goals
• Allow schools and districts to make comparisons with their own past performance,
with other schools who share similar characteristics, and with the best schools in the
state.
• Facilitate sharing between successful and less-successful schools regarding,
curriculum, instructional practices, assessment, etc.
• Encourage users to inform educational decision-making with relevant data.
History I Partial Plan of Project(s)
September, 1999
Partnership formed between NCREL, ISBE, and IBR to build
website with Illinois data.
IBR meeting with team of Illinois educators to discuss expanding
standards-based practices throughout the state of Illinois.
October, 1999
, IBR meeting with team of Illinois educators to plan for
development of the website making Illinois Learning Standards
" readily available.
�Illinois schools (urban, suburban, and rural) identified to help
develop and pilot website.-·
November, 1999
First meeting with pilot schools at NCREL. Website introduced
to pilot schools, feedback obtained. Two workgroups formed
(technical, website development).
December, 1999
Second meeting with pilot schools in Lexington, IL. Current
version of website presented, feedback obtained. Plan for field
testing the tool developed.
January, 2000 .
Updated version of website presented to Illinois Business
Leaders' Education Summit.
Partnership formed between NCREL and WI DPI to build
website with Wisconsin data.
February, 2000'
ISBE I NCREL IIBR I pilot schools meeting to detail field-testing
plan and evaluation of website.
Field-testing teams (comprised of representatives from ISBE I
NCREL IIBR) visit IL schools to facilitate first field-test.
NCREL I WI DPI meeting to identify work plan for WI web-based
school improvement tool.
March,2000
IL schools field-test web tool.
April,2000
Field-testing team carries out focus meeting to evaluate the
success of the Illinois School Improvement Website Project in
helping schools review their school improvement plans.
May - July 2000
Focus group meeting results used to produce a Beta version of
the Illinois School Improvement website.
Further Plans TBD
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Key Issues tn
Education
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Presented by the North Central
Regional Educatiotull Laboratory
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NCREL's Key Issues in Education initiative focuses on creating an awareness of
NCREL's and other organizations' research-based products and services that
address today's top educational issues in the Midwest. The initiative also promotes
. the use of these resources in schools to improve instructional strategies and increase
student achievement. Specifically, the initiative:
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• Focuses on the depth and quality of use of research-based resources,
not simply the breadth of material dissemination.
• Promotes and builds the capacity of strong partnerships throughout the region.
• Provides opportunities for educators to identify key educational issues and
the products arid solutions to address them.
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"Key Issues" Institutes
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To foster awareness, expand partnerships, and develop strong dissemination initiatives
throughout the Midwest, NCREL will host a series of statewide Key Issues in
Education Institutes, and conclude the effort with one regional institute. The state
meetings will provide an opportunity ,not only to identify the top issues facing educa
tors in each state, but also to create awareness and build partnerships across many
constituent groups around resources that can strengthen the response to those issues.
Examples of such resources are listed on the back of this flyer. The regional institute,
to be held in fall 2000, will provide a forum to share the key issues that have been
identified as well as the products, services, and dissemination/implementation strategies
that have been effective in addressing them.
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About NCREL
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The North Central Regional Educational Laboratory (NCREL) is a not-for-profit
organization dedicated to helping schools and students reach their full potentiaL One
of ten regional educational laboratories, NCREL provides research-based resources
and assistance to educators, policymakers, and communities in Illinois, Indiana, Iowa,
Michigan, Minnesota, Ohio, and Wisconsin. Through collaborative field development,
partnerships, and applied research efforts with schools and agencies, NCREL builds the
research-based tools and services that lead to improved teaching and learning.
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NCREL
North Central Regional Educational Laboratory
1900 Spring Road, Suite 300
Oak Brook, Illinois 60523-1480
(800) 356-2735 or (630) 571-4716
www.ncrel.org
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�Just a few of the resources available from NCREL...
Educational Technology
• Technology Connections for School Improvement: Planners' Handbook and
Teacher's Guide
• Computer-Based Technology and Learning: Evolving Uses and Expectations
• North Central Regional Technology in Education Consortium Web site
(www.ncrtec.org)
• Critical Issues in Technology (www.ncrel.orglsdrs/areas/teOcont.htm)
Reading/Literacy
• Literacy Research and Best Practices Web site (www.ncrel.orgllitweb/)
• Critical Issue: Addressing the Literacy Needs of Emergent and Early Readers
(www.ncrel.orglsdrs/areas/issueslcontentlcntareas/readingllil00.htm )
• Timely Topic: Balanced Reading Instruction
(www.ncrel.orglsdrsltimely/britoc.htm)
Mathematics and Science
• Midwest Consortium for Mathematics and Science Education Web site
(www.ncrel.orglmsclmsc.htm)
• Critical Issues in Mathematics (www.ncrel.orglsdrs/areas/maOcont.htm)
• Critical Issues in Science (www.ncrel.orglsdrs/ar.eas/scOcont.htm)
• Gateway Web site (www.ncrel.orglmsclgateway/index.htm)
Professional Development
• Professional Development: Learning From the Best
• Professional Development: Staff Learning for Student Results Web site
(www.ncrel.org/pd/)
• Critical Issues in Professional Development
(W\vw.ncrel.orglsdrs/areas/pdOcont.htm)
Education Policy and Evaluation
• Educational Policy Web Page (www.ncrel.orglpolicy/)
• State Policy on Professional Development: Rethinking the Linkages to
Student Outcomes
• School Development Outreach Project audio series
For more free resources, visit these NCREL-hosted Web sites...
The Amazing Picture Machine
www.ncitec:brg/pi.cture.htm
ParenTech
"www.parent'ech.org
CompfeheifsivtSchOol Reforrnlnitiat'ive
www.ncrel.orglcsril" "
NCREL Product Catalog
www.ncrel.orglcatalog/
Pathways to School Improvement;
www.ncrel.org/pathways.htm '
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�Critico//ssue:
Addressing the Literacy Needs
of Emergent and Early Readers
ISSUE:
Literacy development begins in the very early stages of
childhood, even though the activities of young children may not seem
related to reading and writing. Early behaviors such as "reading" from
pictures and "writing" with scribbles are examples of emergent literacy
and are an important part of children's literacy development..With the
support of parents, caregivers, early childhood educators, and teachers,
as well as exposure to a literacy-rich environment, children successfully progress from
emergent to conventional reading. The theoretical and research-based knowledge
of child development in general and of literacy development in particular provides
an understanding of the literacy acquisition of young children and suggests strategies
that can help children become successful, confident readers and writers.
OVERVIEW:
According to current research, children's literacy devel
opment begins long before children start formal instruction in elemen
tary school (Burns, Griffin, & Snow, 1999; Hall & Moats, 1999; Allington &
Cunningham, 1996; Teale & Sulzby, 1986; Holdaway, 1979; Clay, 1991))his
literacy development is nourished by social interactions with caring ,
adults and exposure to literacy materials, such as children's storybooks
(Sulzby, 1991). It proceeds along a continuum, and children acquire literacy skills in a
variety of ways and at different ages (Ramsburg, 1998; Emergent Literacy Project,
n.d.; McGee & Richgels, 1996; Strickland & Morrow, 1988).
Children's parents, caregivers, and early childhood educators play an important role
in ensuring that children successfully progress in their literacy development. It is
imperative that caregivers and educators in all settings are knowledgeable about
emergent literacy and make.a concerted effort to ensure that children experience
literacy-rich environments to support their development into conventional literacy.
In literacy-rich home environments, parents and caregivers provide children with
occasions for daily reading,extended discourse (extensive talking or writing),
language play, experimentation with literacy materials, book talk (discussion of
characters, action, and plot), and dramatic play (Burns, Griffin, & Snow, 1999; Interna
tional Reading Association & National Association for the Education of Young
Children, 1998). In literacy-rich classrooms, teachers incorporate the characteristics
of literacy-rich home environments, but they also use grouping for learning,develop
mentally appropriate practices, and literacy routines.
�GOALS:
o Teachers and caregivers understand and support children's
emergent literacy and, in later years, children's transition to
conventional reading and writing,
o Use developmentally appropriate literacy practice that acknowl
edges children's development, interests, and literacy knowledge,
o Create a literacy-rich classroom environment, Provide appropriate
literacy activities for children, such as literacy activities for day care and preschool
settings, literacy activities for kindergarten, and literacy activities for first grade,
o Use a wide range of literacy materials in class, Allow children to experience a
variety of children's books, magazines, and newspapers,
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o~iilil~le,., ..,
~Mfll~M~N1l'AnON flnfAlLS: Teachers may be given reading
tools and materials without long-term professional development to
ensure deep understanding of children's literacy development,
Professional development is important in helping teachers understand
that appropriate reading and writing skills should be taught to children
at the appropriate times, These skills musl be presented in different ways to reach all
children in the classroom,
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There are varying opinions on the
strategies for teaching young children to read and write, Some educa
tors believe that instruction in conventional literacy should
be based on early, explicit, and intensive instruction in sound-letter
relationships to develop children's comprehension and decoding skills, Others
emphasize immersion in language and literature,
IllUSIRA1~V~
CASES:
o Jo Wingo,a kindergarten teacher at Centralized Kindergarten North
School, in Indianapolis, Indiana, demonstrates literacy best practice
in a kindergarten classroom (text and videostreaming feature),
o The literacy program at Cherry Valley Elementary School, in Polson,
Montana, emphasizes teaching and reaching each child as an individual.
Mome
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The Pathways to School Improvement Internet server was developed by the
North Central Regional Educational Laboratory,
NCREL
North Central Regional Educational Laboratory
1900SpringRoad,Suite300
Oak Brook; Illinois 60523-1480
(800) 356-2735, Fax (630) 571-4716
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�Critical Issue:
Using Technology to Improve
Student Achievement
ISSUE: Since educators first began to use computers in the classroom,
researchers have tried to evaluate whether the use of educational
technology has a significant and reliable impact on student achieve
ment, Judging the impact of any particular technology requires an
understanding of how it is used in the classroom and what learning
goals are held by the educators involved, a knowledge about the type
of assessments that are used to evaluate improvements in student achievement.
and an awareness of the complex nature of change in the school environment.
OVERVIEW: Rapid advances in multimedi'a and telecommunications
technologies, combined with a growing consensus among educators
regarding the need for developing educational standards for student
achievement, have led to a new set of expectations for how educa
tional technology can support meaningful, engaged learning for stu
dents, Instead of focusing merely on isolated, skills-based uses of tech
nology, educational technologists are promoting the use of various technologies
that are integrated across the curriculum (Means & Olson"1995: Panel on Educa
tional Technology, 1997; Eisenberg &; Johnson, 1996),
Various technologies deliver different kinds of content and serve different purposes
in the classroom, Technologies range from simple tool-based applications (such as
word processors) to online repositories of scientific data and primary historical docu
ments, to closed-circuit television channels and two-way distance learning class
rooms, Each one is likely to playa different role in students' learning, To measure
the effect of specific technologies on student achievement. assessment methods
and instruments should be appropriate to the learning outcomes promoted by
those technologies (Glennan & Melmed, 1996: Conte, 1997).
Another factor influencing the impact of technology on student achievement is
that changes in classroom technologies correlate to changes in other educational
factors, such as teachers' roles and teachers' perceptions of students' capabilities,
The relationship between technology and student achievement is more complicated
now than when computers first appeared in the classroom, l\Jevertheless, specific
studies on technology and student learning demonstrate that it is possible to do
research that takes into account this range of factors and to demonstrate that use
of technology, integrated into the classroom context. can have a positive impact
on student achievement,
More online...
�GOALS:
• Technology is integrated into all aspects of teaching and learning,
and it addresses the learning of critical content. The school or dis
trict technology plan reflects this goal.
More online...
ACTION OPTIONS:
• Identify specific curricula, practices, skills, attitudes, and policies that
can be enhanced through the use of technology to foster signifi
cant improvement in the character and quality of s1'udent learning.
• Find ways to make appropriate structural changes in the school day and class
scheduling to support engaged learning with technology.
• Provide incentives, structures, and time for teachers to participate in highly effec
tive staff development to help them integrate technology into their teaching and
learning.
More online...
IMPLEMENTATION PITFALLS: Educators may find impediments
to evaluating the impact of technology, such as lack of measures to
assess higher-order thinking skills, difficulty in separating technology
from the entire instructional process. and the outdating of technolo
. gies used by the school. To address these impediments, educators
may need to develop new strategies for student assessment, ensure that all aspects
of the instructional process are conducive to student learning, and conduct ongo
ing evaluation studies to determine the impact of technology (Kosakowski, 1998).
More online...
DIFFERENT POINTS OF VIEW: Some educators emphasize the
use of technology only as a job skill. They focus on teaching students
how to use various types of software or programs that are likely to be
encountered in business or technical work environments. This
approach focuses on acquisition of practical skills rather than the skills of critical
thinking, interpretation, and synth~sis.
More online ...
ILLUSTRATIVE CASES:
Hanau Model Schools Partnership
Union City Online, Union City (New Jersey) School District
More online...
The Pathways to School Improvement Internet server was developed by the
North Central Regional Educational Laboratory.
.NCREL
North Central Regional Educational Laboratory
1900 Spring Road, Suite 300
Oak Brook, Illinois 60523-1480
(800) 356-2735, Fax (630) 571-4716
�I
Critico//ssue:
Meeting the Diverse
Needs of Young Children
ISSUE:
The increase in racial, ethnjc, and cultural diversity in Ameri
can schools is reflected in many early childhood classrooms. These
classrooms also are receiving increased numbers of children with
disabilities or developmental delays. With a knowledge of effective
practices, educators can create classrooms that are responsive to
the diverse needs of all children.
OVERVIEW:
If schools are to meet the challenge of educating
increased numbers of children with diverse needs, teachers must
embrace instruction and curricula that engage and encourage all stu
dents. Research about including children from multicultural backgrounds,
children from homes in which English is not the primary language, and
children with disabilities indicates the importance of several educational
strategies: heterogeneous student grouping; developmentally appropriate practice;
an inclusive curriculum; high expectations for all ~tudent~; appropriate physical envi
ronment and materials: collaboration and instructional teaming; support from adm(n
istrators, families, and the community; and ongoing professional development.
One strategy for teaching children in a diverse classroom is an inclusive curriculum
that emphasizes the strengths but accommodates the needs of all children.
Because young children notice and ask questions about disabilities, the curriculum
for a diverse classroom should acknowledge differences yet point out shared abili
ties and similarities. Such strategies help counter misconceptions and stereotyping
about what children with disabilities can and cannot do (Derman-Sparks & Anti-Bias
Curriculum Task Force, 1989). The curriculum also must balance learning the com
mon core o'f knowledge 'from the dominant culture with knowledge of minority cul
tures (Derman-Sparks, 1992).
Research shows positive results-both socially and academically-for at-risk, ethnic
minority, and language-minority students in heterogeneous, cooperative learning
groups. The teacher responsible for such a het~rogeneous class must be able to
identify the individual needs of each child, including any needs for accommoda
tion and support.
Teachers can use instructional teaming to meet the diverse needs of children. The
inclusion of children with disabilities into the general classroom calls for collabora
tion between general and special education teachers. Inclusion of children with
limited English proficiency calls for collaboration between classroom teachers and
bilingual resource specialists.
More anl.line ....,
�GOALS:
o Educators understand, respect, and validate the diverse needs of
children entering the early childhood classroom; they hold high
expectations for achievement for all students.
More online...
ACT~ON
OPTIONS:
o Participate
in instructional teaming and collaboration with special
education teachers or bilingual resource specialists to ensure that
appropriate educational strategies are used.
o Become aware of various cultural influences and social conventions that affect
how children communicate and interact with their parents and families. Adjust
instruction accordingly.
More online...
IMPLEMENTATION pnFALlS: Labeling a student with disabilities
or relying on a standard description of a particular disability may
prevent a teacher from accurately assessing the student's individual
abilities. Such labeling also may hurt a child's self-esteem and cause
teachers to lower their expectations for the child's achievement.
Instead of labeling the child, the label can be placed on the
program or service.
More
on~ine ...
D~ffERIENT POINTS Of VIEW: Not everyone agrees that
diversity in the classroom is beneficial. Some teachers may feel
overwhelmed by the prospect of meeting so many different types
of needs. They also may have concerns about being able to meet
the normal developmental needs of young children in a classroom
where so many students have special needs.
More onUne.u
ILLUSTRATIVE CASES:
The Inclusion Initiative, l\lew York City, combines general education
students and children with special needs in the same classroom.
Ysleta Independent School District, EI Paso, Texas, promotes coopera
tive learning among children transitioning from Spanish to English
reading during second and third grade.
Miers: onUne ...
The Pathways to School Improvement Internet server was developed by the
North Central Regional Educational Laboratory.
NCRE L
NonhCentral Regional Educational Laboratory
1900 Spring Road, Suite 300
Oak Brook, Illinois 60523-1480
(800) 356-2735, Fax (630) 571-4716
�Check Out These
Web Sites
The following Web sites contain
valuable information about
technology and teacher
education:
North Central Regional Technol
ogy in Education Consortium
www.ncrtec.org
This site provides a comprehensive
look at technology integration in
K-12 schools. It includes tips for
teachers and resources for profes
sional development and technology
planning. For information about the
Learning With Technology course, go
to the Training and Professional
Development section of this site.
NCATE News: Report Says
Schools of Education Should
Increase Emphasis on Technology
http://www.ncate.org/
specfoc/techrpt.html
This report from The National
Council for Accreditation of Teacher
Education (NCATE) discusses tech
nology's importance in defining
accreditation standards for teacher
candidates and the use of technology
in schools of education.
Marcopolo
http://www.wcom.com/marcopoio/
Teaming with top educational organi
zations, Marcopolo has created stan
dards-based Internet content for K-12
classrooms, and has provided online
professional development resources to
assist teachers in learning to integrate
Internet-based resources.
REL
I Educational Laboratory
~and Technology to Learning"
TECHNOLOGY AND
TEACHER PREPARATION
Case Illustrations of Technology
Use in Teacher Education
http://www.ncate.org/
projects/tech/Caseintr.html
What Is NCREL?
This site provides brief case illustra
tions that demonstrate innovative
technology use in teacher education
programs. These are based on
NCATE's report, Technology and the
New Professional Teacher: Prepar
ingfor the 21 st Century Classroom.
orth Central Regional Educational Laboratory (NCREL) is one of ten feder
ally funded regional educational laboratories serving the needs of students
and educators across the United States. NCREL specializes in technology
integration and serves the upper-midwestern region of the country.
N
c
For over 10 years, NCREL has developed and delivered products and services for K-12
educators. For example, our Pathways to School Improvement Web site
(wvvw.ncrel.org/pathways.htm) receives over 1,200 visitors daily and our Learning With
Technology course helps practicing teachers integrate technology into the curriculum
in meaningful ways. We invite you to visit our Web site (w\vw.ncrel.org) for more infor
mation on these and many other resources.
NCREL's Higher
Education Initiative
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Over the years, many preservice teacher
educators have expressed interest in our
efforts to help classroom teachers develop
strategies for integrating technology into
the curriculum. Spurred by this interest,
NCREL has created a project called
Preparing Teachers for Tomorrow
(PIT). The project's goal is to support
education faculty as they explore new ways
of preparing teachers for the 21st century.
Preparing Teachers for Tomorrow
includes a Web site that highlights issues
and best practices in the preparation of
new teachers as well as this quarterly
newsletter on technology applications in
teacher preparation. Each issue of the
newsletter will include the following
features:
• Faculty ProfIle-a story about
a preservice faculty member who
has developed lessons that
address technology integration
• Technology in the Classroom:
Sample Lessons--interviews,
sample lessons, and resources
from K-12 classroom teachers
who have enhanced a lesson or
unit with technology
• Web Sites--reviews and
abstracts of Web sites to help
teacher educators locate
resources, models, curricular
ideas and materials, and sites
for their students
�Faculty Profile
Technology in the Classroom
E.ngaging Science E.ducators with Technology
Minnesota Students Measure the Coon River Creekbed'
Course: Methods of Teaching Middle/Senior High School Science
w Icomne
Featured Faculty: Professor Hans Andersen, Indiana University, ANDERSEN@indiana.edu
his belief in modeling. He believes, as
Piaget has expressed, that everything
should be introduced
be shown and praCLlceo.
presented and discussed.
World Wide Web. "The World Wide
Web is loaded with both good and bad
an helping students lear
teach with technol
new life to an expe
teacher educator? Hans And
answer a resounding "yes"
explain how his course has b
sionalized" by the addition of tec
is to see if I can prepare
dent teachers to use technology well
enough to teach and help their class
room teachers (during their professional
semester) with technology."
Modeling. Hans teaches his students
"just the way I want them to teach in
schools: everything gets modeled."
Classes include demonstrations of
Probeware, laserdisks, CD-ROMs, and
spreadsheets. "We also e-mail all
assignments or turn them in on a disk.
I return all comments electronically
and allow for lots of revisions, since the
computer makes that so easy.
"To show them classifying, I dump the
contents of my desk drawer on a table'
and ask groups to organize what they
see, to consider the things that are alike
and different, and to invent a classifying
we can use the classroom
to create spreadsheets and
databases of what we have invented."
Hans wants stUdents to experience
cooperative learning as an extension of
Engaged Learning. Using technolo
regularly helps students see how scie
can be ,taught.using the engaged lea
ng mOdel he i.ntroduces in class. "It
be
other's lesson plans and support the
of technology into teaching.
"The materials
students learn that
collaboration with other teachers-and
as a constructive friend for a
peer-is an important part of teaching."
Standards. The units students develop in
Hans' class for their student teaching
must be based upon the Indiana
Proficiencies, the National Science Teach
ers Association's benchmarks, or the Sci
ence Research Council Education Stan
dards. Hans finds that requiring students
to be familiar with the standards is easier
now that they are available on the Web.
Technology Projects. Hans also
requires students to present their unit
ideas.
create Web pages that
students and the par
understand what is
Producing a product
Learning' essay from the Learni
Technology (LWT) course material
from NCREL. I also make extensive
of their videotapes and the CD-ROM
materials. These provide the model of
expected behavior that really visually
explains what I am hoping for in my
student teachers."
e Educational Technology
es unit at Indiana University with
reenergizing him as a professor by
encouraging and helping him integrate
technology. "ETS reports that 'even the
Constructive Friend. Hans also uses
the LWT concept of the "constructive
friend," in which colleagues review each
dmosaurs' are usmg technology eUectlvely
to model good teaching. I feel that this
has revived my teaching career."
==========================~~
Rapids, Minnesota, where Skip Rum
sch's tenth-grade biology class is inves
tigating how the local creekbed affects
the health and prosperity of the commu
nity. Skip believes that students should
connect what they learn in the class
room to real-world problems. He also
wants them to understand that local
concerns may also be regional or even
universal concerns. "I hope that the
students ... get increased awareness of
water quality issues, which are really
serious in our country," explains Skip.
He also wants them to have a better
understanding of general ecology issues.
Luckily, Skip discovered the Rivers Pro
ject, designed and monitored by South
ern Illinois University at Edwardsville.
The River Project began in 1990 as a
pilot program with eight schools along
the Mississippi and lower Illinois Rivers.
The project has now grown and includes
schools in the United States and Canada.
Skip and his students work with stu
dents and teachers from other schools
to analyze water quality from various
test sites. Their river study includes the
and/or economic
of river conditions.
Skip's students work in their own back
yard-the Coon River watershed.
are investigating how river discharge,
rate of flow, velocity of the current, and
the contouring and meandering of the
stream affect its habitat and the organ
isms that live in it. The students are
dealing with issues such as the pH of
the water, nitrogen, phosphorus, fecal
coliform, invertebrate and plant life,
dissolved oxygen, temperature, and
total solvents.
What did this unit look like?
it, and entered the data into an elec
tronic spreadsheet. They then entered
the data into a public domain NIH*
(National Institute of Health) program
that created an electronic visual image
of the riverbed. Once they understood
what a riverbed might look like, they
went to the field to do the imaging of
the Coon River creekbed. The unit took
creekbed and a smaller drainage
and approximately three days' work
with the technology. Students worked
in groups of two to
depending on
the scope of the work, and shared
respon-sibilities of gathering, reporting,
and entering data. All students were
responsible for data analysis.
How did technology support
this unit in ways ,that tradi
tional methods could not?
Traditional data-gathering methods,
such as those used in testing oxygen or
hydrogen, take a lot of class time.
According to Skip, NIH imaging allows
his students.to measure the parameters
of the creek more quickly and efficiently
and to sample larger portions. And
would rather have his students
their time on data analysis and on pre
dicting the effects of Coon River's water
quality on their community than on
data collection.
What kinds of analysis
did students do?
Since NIH imaging doesn't show output or
discharge, students had to use mathemat
ical formulas to calculate output based on
velocity and average area of profile. From
this data they had to predict the output
and how it affects the creek.
Skip's students started with a shoebox
model of the topography of a riverbed.
How were students assessed?
They inserted a wooden dowel into
_
holes in the top of the model,.measured=collaboration?planning~a
~~
racy. Each team submitted a written
report and delivered an oral presenta
tion. He also had his students submit
reflective accounts of the experience.
Summary
This unit can be used by preservice
teacher educators as a model of the types
of lessons and technology integration
being designed and developed by K-12
educators. College of Education
NCREL materials can
model lessons as their students begin
developing their own student teaching
materials.
* NIH Image (http://rsb.info. nih.
govlnih-image) requires a color
capable Macintosh and at least
4MB ofavailable RAM. Afree
PC version ofIma.ge, called Scion
Image for Windows, is available
from Scion Corporation:
http://www.scioncorp.cow
Availablefor Macintosh,
Windows 95, and Windows NT
'Part of NCREUs Captured Wisdom series
�1
,
Now Available at NCREL...
Policy Issues (No. 2)-Benchmarking Against the TIMSS:
Lessons From First in the World
This edition of Policy Issues explores the role ofTIM:SSin international benchmarking, and provides
state and local education leaders with examples of analyses ofTIM:SS data that illustrate educational
practices in high:"achieving .schools.
Presented by: Evaluation and Policy Information Center
Disseminated to: District and state superintendents, educational service agencies, state legislators,
and NCREL's policy database
For copies or more information, contact: Sabrina Laine (ext. 4999)
Issues of Supply and Demand: Recruiting and Retaining Quality Teachers
(School Development Outreach Package)
. The quality ofteaching is the most important factor in how well children learn. Unfortunately, many states
and districts will face teacher shortages. This audio/print package looks at the issue from a variety of .
. perspectives and offers suggestions for administrators and policymakers.
Presented by: Evaluation and Policy Information Center
Disseminated to: District and state superintendents, educational service agencies, state legislators,
.'
.'
.
and NCREL's policy database
For copies or more information, contact: Sabrina Laine (ext. 4999)
NCREL's Learning Point (Vol. 1, No.2)
This edition ofNCREL's magazine focuses on reading instruction. It includes an interview with reading
expert Mary Foertsch, a special pull-out section on benchmarks in children's reading development, and
an interview with a fourth-grade teacher who is using technology and the Iditarod sled dog race to teach
across the curriculum.
Presented by: Office of Information and Outreach
Disseminated to: Principals, school librarians, district and state superintendents, educational service
agencies, and NCREL board members and advisory groups
.
For copies or more information, contact: Stephanie Blaser (ext. 1044)
Technology Connections for School Improvement:
Planners' Handbook. and Teacher'S Guide
These companion documents provide a comprehensive guide to developing a school or district technology .
plan. Included are Intem~t-based resources, suggested action steps, andplanning tools.'
Presented by: Center for Teaching, Learning, and Curriculum
Disseminated to: OERl, NCREL board members and advisory groups, and participants of the
Secretary's Conference on Educational Technology
For copies or more information, contact: Mary McNabb (ext. 3785) or Joe Leamon (ext. 1049)
July 29, 1999
�.
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Pathways Critical Issue: Using Technology to Improve Student Achievement
To improve student achievement, technology use must be guided by research, implemented in a way that
promotes engaged learning, and evaluated based on the educa~or's intended learning goals. Available
at: www.ncre1.orglsdIsiareasiissues/methodsltechnlgy/te8.o.o.htm
Presented by: Pathways to School Improvement and NCRTEC
For more information, contact: Jan Bakker (ext. 1066) or Lynne Huske(ext. 1.093)'
Taking Responsibility for Ending Social Promotion:
A Guide for Educators and State and Loc!ll Leaders
. This policy guide by the U.S. Department of Education looks at the issues surrounding social promotion,
and offers b.etter strategies for eliminating social promotion and retention by focusing on interventions to
.. help all students meet high expectations. Available at: www.ed.gov/pubs/socialpromotion/
.
Presented by: U.S. Department of Education
.
: .
Disseminated to: No dissemination through NCREL at this point·
For more information,. contact: Margaret O'Keefe (ext. 1.062)
.
Teacher Change: Improving i<·12 Mathematics (CO·ROM)
. This collection of resources helps educators and profeSSIonal development providers facilitate discussion
and reflection on improving K-12 mathematics. The materials include professional development
.
activities, TIMSS publications,articles about teacher change, and teacher narratives. Available at:
http://change.enc.org
Presented by: Eisenhower National Clearinghouse
Disseminated to: MSC,Advisory Committee, selected MSC contacts
For copies or more information; contact: BarbYoungren (ext. 1056) or Mafy Ann Larson (ext. 1028)
Other ENe products available from MSC:
Ideas That Work: Science Professional Development
Ideas That Work: Math Professional Development
Focus: Ohio SchoolNet Software Review
. Focus: Multicultura1 Approaches
Focus: Informal Education
.
. Focus: Innovative Curriculum Materials
still Available•..
,
.
'"
\
Connecting With the Learner: An Equity Toolkit (contact Barb Youngren, ext. 1.056)
Changing Perspectives (contact Barb Youngren, ext. 1.056)
Changing by Design: A Comprehensive Approach to School Reform (cont. Sabnna Laine, ~xt. 4999)
. Charters in Our Midst: The hnpact ofCharter Schools ~n School Districts (Sabrina Laine, ext. 4999)
NCR€L
North Cen1raI Regional EduI:aIIOI'III LaboratoIy
"App/YftIQ "'-'CIII/IIIII TecItrIoIogy '" I.iIIIIUIp"
190.0 Spring Road, Suite 3.0.0
Oak Brook, Illinois 6.0523-1480
(80.0) 356-2735, Fax: (630) 571-4716'
July 29, 1999 .
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Computer·Based Technology and Learning: Evolving Uses and expectations
Order No. TL-CTL-P99
When it comes to technology integration, proponents and critics, alike, search for proof that technology .
in the classroom can make learning more meaningful, engaged, and sustained. Policymakers, educators,
. and administrators want to see long-term learning gains if they are to invest a large·amount time and
funds integrating technology into the curriculum.
To better understand the impact.oftechnology on learning, the authors document the three distinct
phases of educational technology uses and provide cumulative findings around each use: Print
.. Automation, Expansion ofLearning Opportunities, and Data-Driven Virtual learning. The following .
questions are asked in each phase: (1) What evidence is there that the use ofcomputer-based technology .
had a positive impact on learning? (2) What significance do the finding have for educators today as they
try to make technology-related decision that have an impact oli student learning? .
Presented by: Center for Teaching, Learning, and Curriculum
Planned dissemination to: Participants ofthe Secretary's Conference on Technology, NCREL
Board members and. advisory groups, and others.
For more infomiat;on, contact: Gil Valdez (ext. '1024), MarY McNabb (ext. 3785), or Mary Foertsch
. (ext. 1268). A limited number of copies are available on the third floor; For l~ger requests;
please contact Stephanie Blaser (ext~ 1044)
. .
Pathways Timely Topic: Balanced Reading Instruction.
.
Whole language versus phonics? The latest research shows that effective reading instruction combines the
best ofboth approaches to meet the needs ofall children. This balanced approach embeds phonemic
.. awareness (awareness of the separate sounds in wordS) in reading and;writing experiences with whole texts.
Available at: www:ncrel.org/sdrsltimelylbritoc.htm
.
Presented by: Pathways to SchoolImprovement and Center-for Teaching, Leaining, and CurricUlum
For more information, contact: JanBakker(ext~ 1066), Lynne HuSke (ext. 1093), or Mary Foertsch
~1~~
.
.
.
Literacy and Best Practices Web Site'
,
.
Visit the Literacy·and'Best Practices Web site to leam how states; districts, and schools handle literacy
curriculum deVelopDleDt, instruction, and aSsessment. The site also features a roundtable discussion group as
well as links to NCREL resources, state resources, and liieracy organizations. .
.
Available at: www..ncrel.orW!itwebi .
Presented by: Center for Teaching, Learning, arid Curri~lum
For more information, contact: Mary Foertsch (ext. 1268) or Peggy Tinzmann (ext. 1080)
.
NC
~L 1900 Spring Road, Suite300 .
..,~ .
Oak Brook, Dlinois 60523-1480
•
•
...,..,,......,...,.,.......... (800) 356-2735, Fax: (630) 5714716
NoItII CtMrIII AIgIaNIldIIcIIIbIIIIl..IIIcnIIIIy ' .
,
September 7, 1999
�\
.~
Now Available at NCREL•••
Policy Issues, l88ue No. 3-Launchlng Comprehensive School Refonn: Earty Lessons
for State and Federal Policymake,.·
This edition of Po/icy Issues examines the initial responses to the CSRD program from the perspectives
of SEAs, districts, schools, and comprehensive school reform model providers in six: states.
Specifically, the publication looks at the CSRD program's effect on state reform programs, which
schools were targeted by the program and how they heard about it, and why some schools applied for a
CSRD grant while others did not. This publication will be available on NCREL's policy Web page.
Presented by: Evaluation and Policy Information Center
Disseminated to: State superintendents, educational service agencies, NCREL board members and
advisory groups, CSRD state contacts, policy networks, state and federal policymakers, OERI
labs and centers, OERI-fundecf labs and centers, national and state organizations, and media
.For more information, contact: Sabrina Laine (ext. 4999)
Comprehensive Program Planning for the Integration of 218t Century Learning Center
After-8chool Programs With Regular Day Programs and Community ,Partners
This publication lists i6 chalacteristics that promote the integration'ofcomprehensive after-school proSrams
with the regular school program and community. Each chanu::teristic is accompanied by a definition (or
"indicator") and sample policies and programs from actual schoolS and diStricts that illustrate the
characteristic. The sample policies and programs are divided into three "stages" ofdevelopment based on
the level ofintegration they exhibit. This publication will. be available online.
. .
, Presented by: Center for Scaling'Up
Disseminated to: Participants ofthe 21st Century Community Learning Centers filii trainings
For more information, contact: Stephanie Blaser (ext. 1044)
Profiles of the Regional Educational Laboratortes
This directory ofthe nation's regional educational laboratories features each lab's home page,'contact
inform8tion, mission, specialty area, desaiptions ofkey initiatives arid signature prograD'lS, and a list of
selected products. Also. included is a brief history ofthe regional educational laboratory system and a map
showing the REL regions.
Presented. by: U.S; Department ofEducation, OffiCe ofEducational Research and Improvement
DisseminattuJ to:. NCREL board members and others to be determined
.For more infonilation, contact: Marianne Kroeger (ext. 1041)
NCRE:L
1IarIII~"""'IIfIII.1 .. ~
·• . . . . . . . . . IIIlI~III,..,.,.
.
1900 Spring ~oad, Suite 300
Oak Brook, Dlinois 60523-1480
(8oo) 356-;2735, Fax: (6,30) 571-4716
October 1S, 1999
.'
�Help by
phone
or e-mail
D
Educators
NQ time to track down the information you need to make
good decisions in your school improvement effons?
NC~L's Resource Center can help!
CONTACT NCREL'S "RAPID RESPONSE"
RESOURCE CENTER
at 800-356-2735
or
info@ncrel. org
Using our extensive collection of documents regarding educational
research and best practice, as well as the Internet, our reference librarians
will provide you with a bibliography or resource list - as well as original
materials when possible - .to help you make good decisions about the
learning that takes place in your classrooms and your school. .
�MANAGING
TECHNOLOGICAL CHANGE
for Schools of the New Millennium
Philip Hallinger, Joseph
Slowinski, and Brenda
Rodriguez· 1999· Instruc
tor Edition: ISBN:
0-86552-145-X· 46 pages
plus 6 pages Teaching Note
~ $7.50 • Code: EPRTCI.
Student Edition: ISBN: 0
86552"146-8 • 46 pages •
$7.00 • Code: EPRTCS
'4JJhi••ti'iUiiiu,
PHlLll' HALLINGER
JOSEPH SLOWINSKI
BRE~A RODRIGUF-Z
In a PBL environment. instructors
present students with problematic
situations called projects. A project is the basic
unit ofinstruction in a PBL curriculum. Although
the problems are simulated, students experience
them as reat Working together in small teams,
students assume responsibility for responding to
the problems they are presented with. Instead of
functioning as dispensers of knowledge,
PBL instructors serve as observers and
advisors.
ORDER
Copublished by ERIC/CEM
and the North Central
Regional Educational
Laboratory (NCREL), this
project asks students to
assume the role of a prinCi
pal who is confronted with
how best to implement new
learning technologies.
The project deals not only
with issues such as staff
resistance and budgetary
constraints, but also ex
plores new models for using
technology in schools, the implica
tions of technology for instruction
and learning, the role technology can
play in restructuring, and the devel
opment of a long-term technology
plan that takes into account the
needs of students, teachers, and
parents.
FORM
Send me _copies/Instructor Edition @$7.50each plus $4.00 S&H
_copies/Student Edition@$7.00eachplus $4.00 S&H
Name _____________________________________
Position ___________________________________
Institution _________________________________
Phone (
Addr~s
__________________________________
_ _ _ _ _ _ _ _ State ___ Zip _________
L--'--L--L---JI
You can also order online (with Visa or
MasterCard) from our website-Your gate·
way to information about educational
policy and management.
http://eric.uoregon.edu
ERIC Clearinghouse on Educational
Management
5207 University ofOregon
Eugene, Oregon 97403·5207
Visa/MasterCard No.
Exp.
How to Order: You may place an order
by sending a check or money order, mail·
ing or faxing a purchase order, or calling
with a Visa or MasterCard number. Add
10% for S&H (minimum $4.00). Make
payment to University of Oregon/ERIC
and mail to ERIC/CEM, 5207 University
of Oregon, Eugene, Oregon 97403·5207.
Shipping is by UPS ground or equivalent.
Signature
.--------i®
800-438·8841· FAX 541·346·2334
Email: sales@eric.uoregon.edu
IERIC I Clearinghouse on Educational Management
�CHARTER
SCHOOLS
Philip Hallinger • 1999
• Text, 14 pages; reading
materials, 77 pages plus the
Jossey-Bass book Charter
Sclwols, by Joe Nathan.
CHAlTER SCHOOLS
"fb,·tH"'t',IJI"'P'
PHILIP HALLINGER
Instructor Edition: ISBN:
0-86552-139-5 • $21.00.
Code: EPRCSI.
Student Edition: ISBN: 0
86552-142-5 • $20.00.
Code: EPRCSS.
This project teaches stu
dents the difficulties that
may be encountered in the foundation
of a charter school. The problem
concerns all aspects of a charter
school's foundation: beliefs about
learning, strategies for
achieving racial/ethnic balance,
governance structure and management
organization, as well as legislative and
fiscal matters.
Reading materials include, by special
arrangement with Jossey-Bass Pub
ORDER
In a PBL environment, instructors
present students with problematic
situations called projects. A project
is the basic unit of instruction in a
PBL curriculum. Although the prob
lem~,are simulated, students experi
ence them as real. Working together
in small teams, students assume re
sponsibility for responding to the problems they
are presented with. Instead of functioning as dis
pensers of knowledge, PBL instructors serve as
observers and advisors.
This project is the first of several the
Clearinghouse will publish in coopera
tion with the North Central Regional
Educational Laboratory in Oak Brook,
Illinois. NCREL commissioned Dr.
Hallinger to prepare the project.
FORM
Send me _copiesfInstructor Edition@$21.ooeachplus$4.ooS&H
_copies/Student Edition@$20.00eachplus$4.00S&H
Name _____________________________________
P~ition
___________________________________
Institution _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Phone (
)-----------------------
Address _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ___
City _____________ State _ _ Zip _ _ _ __
VisalMasterCard No.
Exp.IL.....-'--'--'--' Signature
lishers, a paper edition of
Charter Schools, by Joe
Nathan, 1996. This book
retails for $18.00 but is
included at no extra cost
with the PBL project.
How to Order: You may place an order
by sending a check or money order, mail
ing or faxing a purchase order, or calling
with a Visa or MasterCard number. Add
10% for S&H (minimum $4.00). Make
payment to University of Oregon/ERIC
and mail to ERIC/CEM, 5207 University
of Oregon, Eugene, Oregon 97403-5207.
Shipping is by UPS ground or equivalent.
You can also order online (with Visa or
MasterCard) from our website-Your gate
way to information about educational
policy and management.
http://eric.uoregon.edu
ERIC Oearingbouse on Educational
Management
5207 University ofOregon
Eugene, Oregon 97403·5207
800-438-8841' FAX 541·346·2334
Email: sales@eric.uoregon.edu
IERIC rClearinghouse on Educational Management
�BETTER DATA FOR BETTER DECISIONS:"
Teacher Supply and Demand Data
Collection for Seven Midwestern
States in the· NCREL Region.
Executive Summary
February 2000
Prepared by the Center for School Change.
Hubert H. Humphrey Institute of Public Affairs, University of Minnesota
NCREL
NortII Cenlrtl Regional EducltioNl Lallcntoty
•ApfIIrIttj "-'dIn TI/ChIIoIofW 10 1MmiIlf'
�INTRODUCTION
In the fall of 1999. the North Central Regional Educational Laboratory (NCREL) began a project
designed to improve regional data collection efforts on teacher supply and demand. Teams from
Illinois. Indiana. Iowa. Michigan. Minnesota. Ohio, and Wisconsin (which included state agency
staff. state board staff, and higher education representatives) developed a list of nine indicators of
teacher supply and demand that were of highest priority and would be most beneficial to collect
across the entire region.
The nine priority indicators agreed to are as follows:
1. The number of new teachers completing teacher preparation programs and·
the number being licensed by the state
2. Demand for teachers and administrators by licensure area
3. Projected retirements
4. Non-retirement attrition.
5. Geographic information across the spectrum (e.g., demand, salary levels, etc.)
6. Out-of-field teaching
7. Alternative preparation and limited licenses
8. Salaries and funding
9. Strategies being employed to attract and retain educators
.
.
.
.
The Center for School Change at the University of Minnesota conducted research on how individual
states, education organizations, and the federal government are responding to data needs in each
area. This Executive Summary is based on that research as well as discussion with education
agency staff from the sevenNCREL states. In it we outline observations .that are relevant across
all indicators and others that are specific to each indicator. We also provide a list of relevant data
sources and describe how they might offer information on proposed NCTAF data points.
SUMMARY OBSERVATIONS
1. State departments involved in the study are collecting a great deal of data relevant to teacher .
supply and demand (and other areas of interest to NCTAF).However, the comparability of the
data is often an issue, and the capacity of state agencies to analyze the data in meaningful ways
. on a regular basis is, in many cases, limited.
.
.
. .
2. While state departments are collecting lots of data. some of the most important data for deter
mining the supply-and-demand picture are not part of current collection. For example. demand
data are not collected in a majority of the states studied.
3. Using data to understand progress toward goals over time requires more than "snapshot" studies;·
it requires stable systems that collect and report comparable data over time. Most of the states
under study do not have such a system in place for looking at supply-and-demand trends.
4. Obtaining a good picture of teacher supply and demand across the regi~n will require additional
data collection on the.part of someone.
NorthCentral Regional Educational LabOratory
. page 1
�s. Developing coinparable data collection across the region is likely to involve changes in priori
ties and in the way some states do things. For some state~. a compelling case still needs to be
made for the value of regional (or national) collection.
6. The National Center on Education Statistics. Education Week. the Education Commission of
the States, the American Association of Colleges for Teacher Education. the National
Education Association, the American Federation of Teachers, and other national organizations
collect a great deal of relevant data. In order to reduce duplication, enhance comparability, and
access needed information, those involved in regional efforts (e.g., NCREL) or organizational
efforts (e.g.,. NCTAF) need to be or become well connected with those making decisions about
national data collection efforts and attempt to influence these efforts.
7. At this time. there is no commonly accepted econo;netric model for educator supply and
demand. Some state agencies in charge of workforce issues are beginning to discuss the devel
opment of such a model.
8. There is no consensus on some seemingly straightforward and.key ·definitions,.such as "supply"
and "demand." For example, a new supply of teachers for a given state might include all or
some portion of those teachers that complete preparation programs in that state, that receive
new licenses, that have a license but are not currently teaching. and that are prepared or are
currently teaching in another state.
9. Supply-and-demand issues often are highly localized by geographic region. teaching area, or
"ethnicity. Few states analyze data finely enough to detect localized problems/issues.
INDICATOR ONE-SUPPLY OF TEACHERS
Barriers to Regional Collection
• Most states do not collect information on the number of prospective te~hers that have
completed preparation programs inthetf state.
.
• Data collection systems in some states do not allow separate reporting of newly licensed
teachers and current teachers receiving additional licenses or endorsements.
• License definitions vary across the states and affect how data about the number of newly
licensed teachers can be reported, compared, and combined.
• Little is known about two important sourcesof supply: teachers from other states or the
"reserve pool" of educators who possess a valid license but are not currently teaching..
Short-Term Solutions (These solutions involve little or no additional data collection.)
• Report available data on the number of new Jicenses issued by teaching area
• Use "program completer" data from the Integrated Postsecondary Education Reporting System
(lPERS).
page2
North Central Regional Educational Laboratory
j
�Long-Term Solutions (These solutions involve 'additional data collection.)
• Make use of Title II "program completer" information.
• Conduct research across the region on the mobility of the teacher supply across state borders.
This research might be modeled after research conducted in Wisconsin that analyzes the appli·
cants for positions in representative districts. Such a study might look at who applies, why they
apply, where they were educated, where they are from, trends in the number of applicants for
different types of jobs, and, possibly, the effectiveness of various recruitment efforts.
• Conduct original research across the region on the "reserve poQl." Such research might look into
who returns to teaching after extended leaves, why they return, what might entice them to return, etc.
• Perform new analyses on new hire data currently collected by states. For example, the analysts
might ask how many new hires are from other states, how many are returning after a leave,
how many are transferring from another district in the state, etc.
• Work with individual states to develop systems capable of reponing data on new licenses
in meaningful, comparable ways.
INDICATOR TWO-DEMAND FOR TEACHERS
Barriers to Regional Collection.
• Most states do not collect regular information about projected demand for teachers, and the
states that do, use different approaches for detennining demand. For example, Wisconsin looks
at demand as a function of the number of newly hired teachers, the percentage of new graduates
receiving employment, attrition rates (for retirement and other reasons), the number of appli
cants for positions in selected districts, and enrollment projections. Illinois. however, used the
number of new hires plus the number of unfilled positions in their most recent study. Minnesota
asked administrators to assess the number of high-quality applicants for recent job openings and
project needs over the next five years.
Short-Term Solutions
,. Use existing data from states, the American Association of Employment in Education, and the
National Bureau of Labor Statistics to develop a rough picture of demand in the region.
.
,
'
• Convene a group at the upcoming NCREL Regional Supply and Demand Summit to discuss
various ways of looking at teacher demand and to develop a consensus.
Long-Term Solutions
.• Work with states to develop systems that can measure demand.
• Collaborate with the National Center onEducation Statistics to use data being collected as
part of their Schools and Staffing 2000 Survey (SASS) and, perhaps, conductregional follow
up surveys on the same sample.
North Central Regional Educational Laboratory .
page 3
�INDICATOR THREE-RETIREMENTS
Barrier to Regional CoUection
• Most states do not project retirements by teaching assignment or teaching location even though.
there is some evidence that rates vary. A recent Minnesota study applied a probability model to
predict retirements of current staff. The results of this study point to higher levels of projected
retirements in some rural areas of the state and in some shortage areas such as science and math.
, Short-Term Solutions
• Use broad projections currently available from states and/or retirement .associations.
• Develop probability models for each state and apply to data on years of service and age
of current staff.
.
Long-Term Solution
• Develop collaborations between state education agencies and retirement associations that allow
retirement projections by teaching area and location. Retirement associations project retirements
among members but do not have information on teaching assignments or location. This infor
mation is. however. maintained by all of the states in the region.
INDICATOR FOUR-NON-RETIREMENT ATTRITION
. Barrier to Regional Collection
• Most states that do look at overall attriiion do so. by comparing teacher data from one year to
the next. If a teacher is listed in the first year but not the subsequent year, they are counted in
attrition figures. Most states in the region do not collect information about why teachers have
left, which may mask a number of important things. Layoffs or reductions due to reduced
enrollments may be included in this figure; retirements certainly are included (which we know
are increasing over the next decade); temporary or short-term leaves may be counted in the
same way as more permanent reasons for leaving, etc. Illinois and Minnesota collect informa
tion about why someone has been t.erminated. which allows for a more ~omprehensive and
accurate look at how many people are leaving.
Short-Term Solution
• Use data currently available from states and data from the National Center for Education
Statistics' Characteristics ofStayers. Leavers. and Movers study.
page 4
North Central Regional Educational Laboratory
p.
�Long-Term Solutions
• Work with states to add infonnation about why teachers have left to their current data collection
systems.
• Collaborate with states. the National Center for Education Statistics. the National Education .
Association. and/or the American Federation of Teachers to develop a regional survey of teachers
who have left the profession.
INDICATOR FIVE-INFORMATION BY GEOGRAPmC AREAS··
Barrier to Regional CoUection
• Many states do not collect or report data by geographic region. even though there is a great deal
of evidence that supply-and-demand issues vary by geographic location, among other factors.
Wisconsin, Minnesota. and Illinois have looked at some supply-and-demand issues based on
location. Illinois, for example. separates Chicago from the rest of the state.
Short-Term Solution
• Summarize what is known about geographic variations for those states that collect such
infonnation.
.
Long-Term Solutions
• As part of a regional supply mobility study,look at the influence of location on the
number/quality of applicants for open positions.
• Work with states to create systems that connect multiple sources of data. Such connections
would ideally allow for geographic analyses of currently collected information.
INDICATOR SIX-OUT-OF-FIELD TEACIllNG
BarrierS to Regional CoUection
• Not all states collect infonnation about out-of-field teaching.
• The states that do collect and report such infonnationunifonnly define out-of-field teaching
as someone who is teaching a subject for which he or she does noi hold a valid license. Since
requirements for a license vary from state to state. these numbers are not technically comparable.
The major/minor approach also may become unworkable as states move toward perfonnance
based approaches to licensure.
page 5 .
North Central Regional Educational Laboratory
.
~
.
�Short-Tenn Solutions
• Report data as the states have defined it.
• Use School and Staffing Survey d~ta about the percentage of teachers not possessing a major
or minor in their field.
.
Long-Term Solution
• Use 'TItle II data about the number of teachers with waivers from full licensure.
INDICATOR SEVEN--ALTERNATIVE LICENSES AND
ALTERNATIVE PREPARATION PROGRAMS
Barrier to Regional Collection'
• Most states do not collect information about alternative routes to teacher preparation.
Short-Term Solution
• Use information collected and reported annually by'the National Center for Education
. Information. This center produces a report that summarizes alternative state licensure programs'
and will be evaluating these programs state by state.
Long-Tenn Solution
• Use data required by 'TItle nabout alternative programs.
INDICATOR EIGHT-SALARIES AND FUNDING
Barrier to Regional Collection
• Salary data is available in most states but the capacity to analyze it may be limited. For
example. several of the states in the region collect information about individual salaries. This
data could be analyzed in a number of ways to see what happens to salary levels of individuals
who transfer between districts in a state or whether salary level affects attrition rates. etc.
Short-Tenn Solution
• Conduct original analyses at the regional level that compare high. median. and low salary levels
in bordering districts.
'
.
page 6
North Central Regional Educational Laboratory
.
.
I,
�Long-Term Solution
• As part of a regional supply mobility study, look at the influence of s3.lary level on the num
ber/quality of applicants for open positions
INDICATOR NINE-STRATEGIES FOR ATTRACTING AND
RETAINING EDUCATORS
Barriers to Regional Collection
• Most states do not collect infonnation about efforu being made at the local level to attract and
retain educators. However, most states do collect infonnation about state-level programs.
• Many state-level programs have not been in existence long enough to have a track record of
effectiveness. However, there is little evidence that states have put in place adequate evaluation
systems to judge their effectiveness over the long term.
Short-Term Solution
• Use Quality Counts 2000 data on state-level efforts.
Long-Term Solution
• Conduct regional data collection on what is being done at the local level and how effective
these efforts have been.
NEXT STEPS
On March 9-10, 2000, NCREL will sponsor a Regional Summit on Teacher Quality and Issues of
Supply and Demand. Participants will receive information about the gaps in data collection identi
fied as part of this research project and about how NCREL might assist states inthe'region with
building their data collection and analysis capacity around issues of teacher quality. In addition, a
summary of what the available data tell us about teacher supply and demand across the region will
be presented.
The sulnmit is being designed as a working meeting where tearns from each state, representing a
broad spectrum of interests, will spend much of their time together developing state-level and
regional responses to the challenge of ensurin~ high-quality teachers for every student.
North Central Region81 Educational Laboratory
page 7
�NCREL
North Central Reglolial Educ;atlonal LabOl'atory
'ApplyIng ~ _
TtH:IIIJo/ogy /0 IAm/IIg'
1900 Spring Road, Suite 300
Oak Brook, IL 60523-1480
(800) 356-2735 • (630) 571-4700
www,ncrel.org
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Clinton Presidential Records
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But Not for Education?
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By Richard Hershman
Today, an unlikely combination exists that has the
potential to positively affect school change: surplus fedI
eral money and public backing to increase education
spending. According to public opinion polls, most people
see investing in education as a high priority. Given the
above, it seems logical to expect that the United States
Congress and the President would significantly increase
federal investment in educdtion. However, in this new
era of federal surpluses, both Congress and the White
House are planning to freeze most education funding at
the current year's level. As FY1999 came to a close in
September, Congress had yet to pass an appropriations
bill funding the Department of Education and other
education programs.
See Legislative W(£tch
» page 2,
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Clinton Presidential Records
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marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
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Issue 4
February 2000
':,
About This Issue
,the federal
,has funded
"educational
;'iechnology at
.
\
'.
qpr.oportionally
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'
Financial support/or implementing technology in our public schools has come from a wide spectrum
ofsources. How much we are spending, where the funds come from, and our ability to sustain funding
ultimately determine the degree to which students will be participants in an increasingly technology
driven society. This edition of Policy Issues highlights the pros and cons associated with financing
technology through typical and uncommon means, drawing attention to initiatives where poJicymakers
might take an active role. Included in this issue:
rfIlExamples of how states and districts have maximized savings and funded educational technology
liThe benefits and pitfalls in designing flexible budgets to support technology infrastructures via
comprehensive school improvement initiatives
II The increasing need for budgeted, ongoing staff development for teachers and administrators
integrating technology into their curricula
higller rate than
<>. ,
,:,.:; :,' '",:'ost school
<':'{',~.
Aisti-icts would
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Sustaining Educational Technology: Funding
Challenges and Opportunities for Policymakers
By Phil Vincent alld Rachel Kaberon
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are still left
,'to shoulder
tht ,lion's share
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;:~\. offunding.
!chools that neglect to teach students how to
. ,~access and use information via technology run
the risk of producing socially and economically
disenfranchised members of society. Technology
opens the doors to information. While there are
perhaps a number of circumstances that make it
more difficult for one school to reap the benefits of
technology over another, funding issues inevitably
surface over time and either inhibit or drive
change in schools. Although the federal govern
ment has funded educational technology at a pro
portionally higher rate than most school districts
would typically expect, state and local govern
ments are still left to shoulder the lion's share of
funding. In essence, the responsibility for financing
technology in schools has always belonged and
will continue to belong to individual school
districts.
S
On average, states and local sources cover close
to 85 percent of the total investment for creating
a new technology infrastructure for schools. I
Realistically, one can point to a number of
educational initiatives that are predominantly
supported by state and local sources. While
educational technology certainly isn't the first or
last expenditure local sources will have to fund,
it is one of the more enigmatic. Given the com
bination of major equipment purchases, the hir
ing of specialized staff, and the ongoing training
of existing staff, technology funding holds a
unique distinction. "It is neither a labor expense
nor a capital expense nor a recurring material
expense, but rather a hybrid."2
�Clinton Presidential Records
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marker by the Will iam 1. Clinton Presidential Library Staff.
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�TATE POLICY ON
,PROFESSIONAL DEVELOPMENT:
•':"' ETHINKING THE LINKAGES
,'TO STUDENT OUTCOMES
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',"Applying Research Rnd Technology to Learning"
�Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the Willianl J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization: To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
,/
�TATE
ROGRAMS FOR
" FUNDING TEACHER
PROFESSIONAL DEVELOPMENT
North Central Regional Educational Laboratory
";i\pp/ying Research and Technology to Learning"
�
Dublin Core
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Kendra Brooks - Subject Series
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Domestic Policy Council
Kendra Brooks
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<a href="http://clinton.presidentiallibraries.us/items/show/36031" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/647992" target="_blank">National Archives Catalog Description</a>
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An account of the resource
The Kendra Brooks Subject Files contain correspondence, reports, articles, memos, and various printed material. Other documents include background information for education events and meetings. The files include material pertaining to charter schools, national testing, SAT preparation, school safety, school modernization/construction, affirmative action, Blue Ribbon Schools, class–size reduction, teacher quality, Limited English Proficiency (LEP), the White House Initiative on Education Excellence for Hispanic Americans, Tribal Colleges and Universities, Historically Black Colleges and Universities (HBCU’s), the Individuals with Disabilities Education Act (IDEA), and Title 1 of the Elementary and Secondary Education Act of 1965.
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Clinton Presidential Records: White House Staff and Office Files
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157 folders in 16 boxes
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[Education - Research Studies] [1]
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Domestic Policy Council
Kendra Brooks
Subject Files
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Box 9
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/KendraBrookssubjectfile.pdf" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/647992" target="_blank">National Archives Catalog Description</a>
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647992-education-research-studies-1.pdf
647992