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CG iPossibilities Grant

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Devin Arms

on 1 May 2015

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Transcript of CG iPossibilities Grant

CG iPossibilities Grant
Measuring Success
with Objective Student Data
Initial Deployment
In the Spring of 2011, CGCSC secured grant funding from the Indiana Department of Education for its iPossibilities Project
From the start of the 2011-12 school year, six kindergarten classrooms were equipped with class sets of iPads, putting tablets in the hands of approximately 134 students
In addition to the kindergarten deployment, multiple Special Education and ENL classrooms were also equipped with sets of iPads
A primary responsibility of today’s school leaders is to effectively gauge the success of projects and initiatives
As funding becomes increasingly scarce, leaders must allocate dollars to resources that will not only enhance the learning environment, but also produce measurable gains in student achievement
Focused Project Management
Are we getting the desired amount of ‘bang for our buck’?
Objective Measurements
AIMSweb: a benchmark and progress monitoring system based on direct, frequent, and continuous student assessment

Standardized Administration
Benchmark assessments given to all students three times per year (universal screening)

Comparative Analysis
Cohort Group: 134 students
Comparison Group: 314 student
Measuring Success
AIMSweb Assessments

LNF (Letter Naming Fluency): Students state as many letter names as possible in 1 minute
LSF (Letter Sound Fluency): Students state as many letter sounds as possible in 1 minute
PSF (Phoneme Segmentation Fluency): Students say sounds in words presented orally by a tester
NWF (Nonsense Word Fluency): Students identify and say the sounds in pseudowords (i.e. sned)
AIMSweb Assessments

OCM (Oral Counting Measure): Students orally count from 1 as high as they can in 1 minute
NIM (Number Identification Measure): Students orally identify numbers 0-10 out of order in 1 minute
QDM (Quantity Discrimination Measure): Students orally identify the bigger number from a pair
MNM (Missing Number Measure): Students orally identify the missing number from a string of three numbers
Fall Benchmark Assessments
Cohort Group Classrooms
How would the performance of the Cohort Group (iPad Classrooms) compare to the performance of their peers in the Comparison Group (non iPad Classrooms) on the Fall Benchmark Assessments?
The Cohort Group scored slightly better than the Comparison Group on each of the benchmark assessments. Although they scored higher, we were hesitant to jump to any conclusions, as the iPads had only been in these classrooms for a few weeks at this point
Did students in these these classrooms perform this well last year, before the iPads were introduced?
2010 vs. 2011 Comparison
Winter Benchmark Assessments
Would the Cohort Group outperform the Comparison Group at the Winter Benchmark?
Growth Rate Comparison
After reviewing the Winter Benchmark data, it was decided the project would be immediately expanded to include all kindergarten classrooms within the district
The 17 Comparison Group classrooms were equipped with class sets of iPads, putting tablets in the hands of approximately 315 additional students
Project Expansion
Would introducing iPads to the Comparison Group close the gap on the Spring Benchmark?
Spring Benchmark Assessments
Spring Benchmark Assessments
Conclusions and Future Plans
The iPossibilities Project has enhanced student learning, as evidenced by the AIMSweb Benchmark Assessment data
Objectively analyzing student data has shown the educational impact of iPads in the classroom to be strong
There is a strong correlation between iPads in the classroom and academic growth, which supports the theory that purchasing additional tablets is a wise investment
CGCSC attained additional funding from the Indiana Department of Education to expand the iPossibilities Project to first grade for the 2012-13 school year. We are currently awaiting the AIMSweb data from the second benchmark assessment (Winter), so we can compare the growth of this year's students compared to prior years.
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