Ever since No Child Left Behind became law, we’ve heard a lot about student assessments and school ratings and the need for basic reforms in schools not making the grade. Data-driven reforms are one of the keystones of the American Recovery and Reinvestment Act. The Race to the Top grant program offers money to states to improve their ability to use data to drive student achievement.

In a recent press release, the U.S. Department of Education cites research findings from their report, “Use of Data at the Local Level” , that stresses the importance of viewing data-driven decision making as an ongoing process for improving school performance. The report states that data systems must provide relevant diagnostic information on students’ learning needs, with the data providing a direct connection to instructional practice changes. This report also points out that to be effective, data use must be combined with human and organizational supports – put simply, teachers must be given the time and the training to connect data to improved teaching practices.

Independent education consultant Kathy Gemberling, is a recognized expert on using data to drive school reforms. She is currently the project director of The Center for Public Education’s initiative to help school boards use data effectively in their decision making. This project is a partnership between the Center and state school board associations in Illinois, Michigan and California. Gemberling will be addressing this topic in a workshop at the 2010 NSBA Annual Conference, April 10-12, in Chicago, where she will share more information related to data-driven reform initiatives. 

The Technology Leadership Network suggests you also check out the The Center’s, Good Measures for Good Schools, on which the data-driven decision making effort is based. This practical guide identifies the key questions related to school assessment and pairs them with links to the relevant national and state data.

With music and art classes facing cuts by schools forced to deal with budget shortfalls, the Technology Leadership Network has commented frequently on the importance of arts education. One fact we often hear cited by supporters of music education is that it improves math scores – but maybe that’s the wrong way to look at it.

Renowned jazz musician Wynton Marsalis says instead that math classes help people with music. A strong proponent of arts education, Marsalis speaks often about the value of music education in our schools. In his 2009 address before a Congressional Committee on Arts Advocacy Day, he says “music is Superman” because it integrates everyone, no matter their age or background. In Marsalis’ view a strong education in the arts erases the generation gap and gives kids — and students of all ages — the ability to “converse and face the world with confidence.”

Take a look at this remarkable speech:

Wynton Marsalis will be the keynote speaker at the 2010 NSBA Annual Conference in Chicago on April 11, where he will not only share more thoughts on arts education but also give a special musical performance.

Yesterday Mashable raised the question how has social media changed us? Over the past several years, we’ve seen social media evolve from web 2.0 technologies. We’ve witnessed the rise and fall of social networks, the creation of a new industry, and the political, cultural, and social impact of this new form of media. But has it changed us?
The first trend Mashable mentions is child literacy:

It stands to reason that children who read and write more are better at reading and writing. And writing blog posts, status updates, text messages, instant messages, and the like all motivate children to read and write. Last month, The National Literacy Trust released the results of a survey of over 3000 children. They observed a correlation between children’s engagement with social media and their literacy. Simply put, social media has helped children become more literate. Indeed, Eurostat recently published a reportdrawing a correlation between education and online activity, which found that online activity increased with the level of formal activity (socio-economic factors are, of course, potentially at play here as well).

The survey of children (from England and Scotland) who text, blog, and use other aspects of social media focused on those between the ages of nine and sixteen. 24 percent of these children maintain a personal blog, 73 percent use instant messaging, and 82 percent text regularly.

The survey also indicated that connected kids use written language more frequently and fluently than non-connected kids. They also seem more confident. Of non-connected kids, 47 percent said their writing skills were good. Of blog/text/chat-users, 61 percent said their writing was “good or very good.”

Jonathan Douglas, director of the National Literacy Trust, told BBC News, “Our research suggests a strong correlation between kids using technology and wider patterns of reading and writing.”

While we don’t think technology is some magic bullet, the Technology Leadership Network does believe that social media and other technologies can certainly improve student achievement. They key is effective implementation.

Are T+L session handouts available? 

Visit “Online Conference Planner” and search by session title.  If the presenter provided handouts they will be posted under each session; you will need to search for each session independently. Please note that presenters were encouraged to provide their handouts for posting, but it was not mandatory. If a session doesn’t have handouts posted, and you would like a copy, please contact cobrien@nsba.org. We will contact the presenter to request their handouts/presentation, but no guarantee can be made. 

How do I stay connected with the T+L and TLN community?

Join the online community!  You can find us on Twitter, Facebook, and LinkedIn.  Additionally, the conversation continues on the T+L Blog.

How can our district join TLN? 

The Technology Leadership Network (TLN), where leaders connect, collaborate and achieve more together, is paving the way for innovation and education. Learn more about how to benefit from our on-going professional development and content rich webinars, attend our three day intensive Site Visits, network with other leading districts, and much more.  JOIN NOW!

Plan now for the 2010 T+L Conference!

Mark your calendars for T+L in Phoenix, Arizona, October 20 – 22, 2010.  See you there!!

I missed the first 10 minutes of the Project RED presentation, but was immediately engaged by the slide displayed when I walked through the door. More than half of survey respondents (62%) reported that ubiquitous technology in their schools increased high-stakes test scores, and 48% reported a reduction in disciplinary action.

Project RED is the research project of Jeanne Hayes, the Hayes Connection; Tom Greaves, the Greaves Group; and Leslie Wilson of the One-to-One Institute. Through surveys and interviews, the group seeks to show the true financial benefits of education technology. They have focused on two key issues:  student achievement and the financial impact of technology on state budgets. To my knowledge, no other group is making a research-based financial connection between education technology investment and state economies by analyzing cost savings, cost avoidance and revenue enhancements to state budgets with investment in educational technology.

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So many conference goers skipped out on the Friday morning sessions and to me these were among the best offerings of the week.  In fact there were three I wanted to attend at the same time.  I finally chose Mobile Technologies and the Legal Questions You Need to Answer.  I wish it had been a seminar with a round table discussion afterward.  It was fascinating.  I understood the lawyer that spoke to us could not address our questions about a specific state but his insight and expertise into the law regarding this issue was very informative.  Some of us that gathered after the session discussed the topic and we agreed that rules and regulations weren’t necessarily the answer as much as the mind set of those who were supposed to follow them.  The idea that it is OK for one to text their child in class because it is “their” child is in a lot of ways the root of the problem.  Rules are not made to be broken but need to be changed if they are not working.  One of the other sessions I had wanted to attend Friday morning was Cell Phones as Classroom Tools.  I like the idea of not fighting an uphill battle so to speak and allowing cell phones to be used.  But, one thing that was very pointed out during this session: What if an emergency happens and all the students get out their cell phones and start making calls.  First you end up with jammed airways that are needed by emergency personnel, then you will have parents telling their children to do one thing when the people they should be listening to are physically with them and know what is best and safest for the student and these instructions might be the exact opposite of what the student is being told by their parent.  Something parents who think their child the exception to the rule about texting/calling might think about.

On Thursday afternoon of the conference I sat in on the session by Lindsay McFillin titled “Grant Writing for Beginners! Opportunities and Tips”. Ms. McFillin lead a great and frank discussion of the world of grants. From the perspective of a grant award team member, Ms. McFillin gave us the realities of the grant decision process. Such as if you do not follow a simple requirement such as summary word count, you will likely be discarded in the first round. To more advanced tips such as sending notes of thanks even if you are not chosen.

For all those who missed the session, fear not her PowerPoint presentation can be found here. It is titled Grant Writing Seminar. This page also has other wonderfully free materials.

Here organization’s website, www.digitalwish.org, offers a 2 for 1 grant to add an Ultra Flip to their classroom.

According to a recent Intel Corporation survey, parents are more comfortable talking about drug abuse than math and science with their children. Despite a perceived importance of math and science for success, and an overwhelming willingness to be involved, the survey results reveal that parents, particularly those of teenagers, often find themselves with little more understanding of these subjects than their children and without the necessary resources to bridge this gap.

A strong background in math and science is increasingly critical for American prosperity in a global economy. But just last week the National Assessment of Educational Progress report stated that less than 40 percent of fourth- and eighth-graders are proficient in math. The Intel survey makes the point that parents must play a pivotal role in education and inspire their children to take an interest in math and science, and Intel hopes to provide resources to assist in doing so.

Some key points from the survey:

• Despite recognizing the importance of math and science, parents say they are uncomfortable addressing these subjects with their children. More than 50 percent (53 percent) of parents of teenagers admit that they have trouble helping their children with math and science homework. Parents of high school students are also more likely than parents of younger kids to express disappointment in their own ability to help their child with these subjects.
• Nearly a quarter of parents (23 percent) who admit to being less involved in their child’s math and science education than they would like say their own lack of knowledge in these subjects is a key barrier.
• Another 26 percent of parents who are less involved than they would like wish there was a one-stop shop with materials to refresh their existing, but unused math and science knowledge so they can better help their kids.

The survey also found that our schools are falling short of parents’ expectations, with nearly 9 in 10 parents saying they believe the U.S. lags behind other countries in math and science, even though 98 percent of parents say these subjects are critical to America’s future.

Parents clearly want to be part of the solution. Ninety-one (91) percent of parents believe parental involvement is crucial to their children’s academic success, with nearly 9 in 10 (89 percent) saying that talking to their children about the importance of math and science in the real world would help improve their children’s performance and interest. NSBA wholeheartedly agrees.

To learn more about the Intel Education Initiative, visit www.intel.com/education. To join Intel’s community of people sharing their stories with the hope of becoming a catalyst for action and a voice for change in global education, visit www.inspiredbyeducation.com.

Today I visited the Denver School of Science and Technology and in part the visit was due to the kind generosity of the people at Smart Technologies and I want to publicly say thank you.  Large, very large, school districts as those in and around Denver have the capabilities of doing great things and this week I have been privileged to witness two different building sites that are leaders in the world of education.  The one thread I have found in common with the two site visits this year is they both say they are “small schools by design” .  The freedom of choice policy that is in place in the state of Colorado enables these large school districts to create pockets of “small school by design” schools.  The concept is wonderful,but two things I noticed about both districts I visited  is that they limit the number of students they accept to be able to meet their goals.  The rural America that I know is mostly made of small schools, but not by design, but by population.  I wish the parents at these rural schools wanted their children to learn as much as the parents at the Denver School of Science and Technology to be able to hold a student accountable for not doing their homework on the day it was due and not at the end of the term with a report card grade would greatly improve those all important test scores.  The teachers at the Denver School of Science and Technology seem to want to learn new things as much as their students do.  Again, not the norm in public school and something I hope is changing.   I think today’s site visit was a great trip.  The comments I heard on the bus ride home were also favorable with the exception the power point presentation was a little long.  I personally wish I had had some idea as to what their tech center actually was so I could have skipped it and not skipped visiting the Middle School.  Both the high school tour and the middle school tour could have included the tech center.

October is about to come to a close, and since it is National Cyber Security Awareness Month I thought I’d mention an excellent piece about teaching your child to be internet-savvy from the get-go.

Wired’s Geekdad has recently had a series of guest posts by Adam Rosenberg, New Media Manager, Center for Democracy & Technology, and The First E-Mail Address: Raising an Internet-Savvy Child certainly caught my attention. Here are some key points, but I suggest you check out the full article:

1. The never talk to strangers rule is still true online.
2. Treat your e-mail address like any other piece of property.
3. Read every form you fill out during sign-up, including the privacy policy.
4. Do not give out personal information without permission.
5. Keep an open dialogue with your children about their internet usage and whom they talk to.