WEST VIRGINIA BOARD OF EDUCATION

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2 WEST VIRGINIA BOARD OF EDUCATION Delores W. Cook, President Priscilla M. Haden,Vice President Jenny N. Phillips, Secretary Robert W. Dunlevy, Member Barbara N. Fish, Member Burma Hatfield, Member Lowell E. Johnson, Member L. Wade Linger Jr., Member Gayle C. Manchin, Member Brian E. Noland, Ex Officio Chancellor West Virginia Higher Education Policy Commission James L. Skidmore, Ex Officio Chancellor West Virginia Council for Community and Technical College Education Steven L. Paine, Ex Officio State Superintendent of Schools West Virginia Department of Education Discrimination Prohibited: The West Virginia Department of Education does not discriminate on the basis of sex, race, color, religion, disability, age and national origin in employment and in the administration of any of its education programs and activities. Inquiries may be directed to the Elimination of Sex Discrimination Program Coordinator, ; to the Section 504 Coordinator, , (V/TDD), West Virginia Department of Education, 1900 Kanawha Blvd. E., Charleston, WV ; or to the U.S. Department of Education's Director of the Office for Civil Rights, West Virginia Educational Technology Strategic Plan

3 Foreword...1 Strategic Planning Committee...5 Core Beliefs...9 Introduction Technology for 21 st Century Learners: Comprehensive Report of Findings and Recommendations...17 West Virginia s 21 st Century Learning Program...21 Research...27 Educational Technology Plan Goals/Objectives/ Strategies...37 West Virginia Educational Technology Strategic Plan i

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5 Foreword West Virginia Educational Technology Strategic Plan 1

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7 West Virginia Educational Technology Strategic Plan I. Foreword The West Virginia Department of Education s (WVDE) Office of Technology and Information Systems (OTIS) presents this comprehensive state educational technology plan to support the goals, policies and standards of the West Virginia Board of Education and statutes of the West Virginia Legislature. The document also addresses the federal technology goals and objectives of the No Child Left Behind Act, the Schools and Libraries Program of the Universal Service Fund, and the goals and objectives of the Partnership for 21 st Century Skills. The plan is an ongoing, fluid document incorporating input and feedback from state educators and other stakeholders as well as regional and national information from the Southern Regional Education Board (SREB), the U.S. Department of Education (USDOE) and the State Educational Technology Directors Association (SETDA). It is acknowledged that it takes an electronic village to educate our children for a 21 st century economy and lifelong learning opportunities, and the Office of Technology utilizes the resources from our global partners to consider the best for West Virginia students. The WVDE Office of Technology houses two major areas administrative and instructional. The administrative area known as WVEIS provides data collection and reporting of information. Educators must understand the data to make appropriate decisions regarding administrative and instructional issues. This plan concentrates on the instructional implementation of 21 st century tools and resources into the classrooms and curriculum areas reinforcing the utilization of data to make implementation decisions. West Virginia is one of the few states that has documented research to demonstrate that when technology is implemented with staff development and integrated appropriately into the curriculum, students achieve. This state plan utilizes the evaluation data to better meet the needs of students and to prepare them for lifelong learning. I sincerely appreciate the teachers, library and media specialists, principals, county technology directors, Regional Education Service Agency (RESA) personnel, superintendents and state staff who have dedicated their time and efforts to ensure the best for West Virginia students. Dr. Steven Paine State Superintendent of Schools West Virginia Department of Education West Virginia Educational Technology Strategic Plan 3

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9 Strategic Planning Commitee West Virginia Educational Technology Strategic Plan 5

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11 II. Strategic Planning Committee Advisory Committee WVDE Brenda Williams Advisory Committee WVDE Nancy Walker Advisory Committee WVDE Jorea Marple Advisory Committee WVDE Jan Barth Advisory Committee WVDE Lynn Boyer Advisory Committee WVDE John Riddle Advisory Committee WVDE Bill Wilcox Advisory Committee Edventure Lydotta Taylor Advisory Committee Governor s Office Nancy Sturm of Technology Advisory Committee WV Office of Technology, Kyle Schafer CTO Advisory Committee Legislature Robert Plymale Advisory Committee RESA Chuck Nichols Advisory Committee WVEA Anita Maxwell Advisory Committee Higher Ed Jan Fox Advisory Committee WVAFT Judy Hale Advisory Committee WVBE President Lowell Johnson Advisory Committee CPD Patricia Kusimo Advisory Committee Legislature Delegate Thomas Campbell Advisory Committee Business Selby Wellman dvisory Committee EdVantia John Ross Advisory Committee WVDE Karen Huffman Advisory Committee Cabell County William Smith Superintendent Advisory Committee School Principal Nancy Pfister Advisory Committee County Assistant Tom Deadrick Superintendent Advisory Committee County Technology Director Jim Director Eschenmann Advisory Committee Business Gene Burns Advisory Committee WVDE Kathy Boone Advisory Committee Business John Finlayson Advisory Committee WVDE Sarah Lyons Advisory Committee WVDE Brenda Morris Advisory Committee WVDE Vicki Allen Advisory Committee Parent Jenny Rabel Advisory Committee Teacher Bridget Call West Virginia Educational Technology Strategic Plan 7

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13 Core Beliefs West Virginia Educational Technology Strategic Plan 9

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15 III. Core Beliefs We believe that The knowledge and skills need to succeed in the 21 st century are changing dramatically and that West Virginia students must develop proficiency in 21 st century content, technology tools and learning skills to succeed and prosper in life, in school and on the job; 2. Students must be equipped to live in a multitasking, multifaceted, technologydriven world; 3. The provision of 21 st century technologies and software resources in grades PreK through 12 is necessary to meet the goal that high school graduates will be prepared fully for college, other post-secondary education or gainful employment; 4. This goal reflects a fundamental belief that the youth of the state exit the system equipped with the skills, competencies and attributes necessary to succeed, to continue learning throughout their lifetimes and to attain self-sufficiency; 5. To promote 21 st learning, teachers must be competent in 21 st century content and learning skills and must be equipped to fully integrate technology to transform instructional practice and to support 21 st century tools and resources; 6. For students to learn 21 st century skills, students and teachers must have equitable access to high quality, 21 st century tools and resources; 7. When aligned with standards and curriculum, technology-based assessments can be a powerful tool for teachers; 8. Teachers must understand how to use technology to create classroom assessments for accurate, timely measurements of student proficiency in attainment of academic content and 21 st century skills. West Virginia Educational Technology Strategic Plan 11

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17 Introduction West Virginia Educational Technology Strategic Plan 13

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19 IV. Introduction The West Virginia Board of Education has the responsibility of providing all children with a thorough and efficient education; therefore, it is important that plans for necessary programs, services and staff are based on the best data and empirical evidence that clearly define areas of need. The purpose of this strategic work plan is to generate a process for defining areas of need, analyzing appropriate data and identifying findings related to necessary resources (e.g., hardware, software, professional development, infrastructure and technical support) to meet the needs of 21 st century learners in West Virginia schools To acquire 21 st century skills, students and teachers must have access to technology tools and resources in order to access information, solve problems, communicate clearly, make informed decisions, acquire new knowledge, and construct products, reports and systems. This strategic educational technology plan is designed to determine the necessary resources for the 21 st century learner and includes the following in the process of determining findings and recommendations within the Comprehensive Report of Findings and Recommendations (CRFR): Rigorous content knowledge expectations; Relevant contextual instruction; Acquisition of information and communication skills; Thinking and problem-solving skills; Interpersonal and self-directional learning skills; Proficiency in 21 st century tools; and Student performance assessments that reflect the elements of a 21 st century education. The West Virginia Educational Technology Plan also aligns with the West Virginia State Board Policy that establishes the following technology standards for all K through12 students. The technology foundation standards for students are divided into three strands: Information and communication skills; Thinking and reasoning skills; and Personal and workplace skills. West Virginia Educational Technology Strategic Plan 15

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21 Technology for 21 st Century Learners: Comprehensive Report of Findings and Recommendations West Virginia Educational Technology Strategic Plan 17

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23 V. Technology for 21 st Century Learners: Comprehensive Report of Findings and Recommendations In December 2005, The West Virginia Board of Education directed the West Virginia Department of Education staff to convene a statewide advisory committee and four working committees to address educational technology for 21 st century learners through a strategic work plan. The plan guided the development of the West Virginia Department of Education's Educational Technology Plan. A Comprehensive Report of Findings and Recommendations (CRFR) was developed in alignment with applicable guidelines, policies, rules, regulations and requirements from the following organizations: West Virginia Board of Education West Virginia Department of Education United States Department of Education Federal Communications Commission West Virginia Governor's Advisory Council for Educational Technology (GACT) The CRFR for educational technology for 21 st century learners incorporated the following: Commitment to work with all stakeholders and partners to maximize efficiency of effort and resources; Integration of 21 st Century Learning key elements, learning skills and technology tools; Summary of current status of access to equipment, infra structure, software, professional development and technical assistance; Identification of defined areas of need; Determination of interventions to address needs; Flexibility to adjust the plan based on developing technology, federal and state requirements and changing local school and county needs; and Commitment to implement the recommendations for West Virginia's future. The West Virginia Department of Education convened a statewide advisory committee and four working committees to address 17 strategic plan tasks and develop the Comprehensive Report of Findings and Recommendations. The advisory committee met three times from January 2006 to April 2006 to provide recommendations regarding the detailed discussions and findings generated by the working committees through their respective numerous meetings, conference calls and exchanges. West Virginia Educational Technology Strategic Plan 19

24 The CRFR was presented to the West Virginia Board of Education, West Virginia Legislature, the Governor s Office of Technology and other educational entities. The recommendations were incorporated into this revised State Educational Technology plan that is formatted consistently with the online five-year strategic plans developed by West Virginia s school systems and schools. This revised Educational Technology plan also is aligned with federal Title II Part D federal requirements and Federal Communications Commission (FCC) E-rate guidelines West Virginia Educational Technology Strategic Plan 20

25 West Virginia s 21 st Century Learning Program West Virginia Educational Technology Strategic Plan 21

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27 VI. West Virginia s 21 st Century Initiative West Virginia is faced with a declining number of jobs in the coal industry and increased federal accountability measures mandated by No Child Left Behind in its state schools. With heightened emphasis on globalization and our country s striving to be economically competitive, West Virginia faces a tremendous challenge to ensure that all students are prepared to meet the demands of a global community and a skilled workplace In an effort to align the state s focus on economic development to the challenges that face education today, Gov. Joe Manchin and state Superintendent Steve Paine took leadership roles in signing a 21 st Century Skills Partnership Agreement. In November 2005, West Virginia became the second state to implement the Partnership s 21 st century model for teaching and learning. The Partnership for 21 st Century Skills brings together the business community, education leaders and policymakers to define a powerful vision for 21 st century education to ensure every child s success as citizens and workers in the 21 st century. According to the Framework for 21 st Century Learning, The Partnership has developed a unified, collective vision for the 21 st century that can be used to strengthen education. The key 21 st century student outcomes are as follows: 21 ST CENTURY STUDENT OUTCOMES: The elements described in this section are the skills, knowledge and expertise students should master to succeed in work and life in the 21 st century. 1. Core Subjects and 21 st Century Themes 2. Learning and Innovation Creativity and Innovation Critical Thinking and Problem Solving Skills Communication and Collaboration 3. Information, Media and Technology Information Literacy Media Literacy ICT Literacy 4. Life and Career Skills Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility West Virginia Educational Technology Strategic Plan 23

28 21ST CENTURY SUPPORT SYSTEMS: The elements listed below are the critical systems necessary to ensure student mastery of 21 st century skills. 21 st century standards, assessments, curriculum, instruction, professional development and learning environments must be aligned to produce a support system that produces 21 st century outcomes for today's students st Century Standards 2. Assessment of 21 st Century Skills st Century Curriculum and Instruction st Century Professional Development st Century Learning Environments Members of the Partnership for 21 st Century Skills include: Adobe Systems, Inc.; American Association of School Librarians; Apple; ASCD; Atomic Learning; Blackboard, Inc.; Cable in the Classroom; Cisco Systems; Corporation for Public Broadcasting; Davis Publications; Dell, Inc.; Discovery Education; EF Education; Education Networks of America; Educational Testing Service; Ford Motor Company Fund; Gale Cengage Learning; Hewlett Packard; Intel Corporation; JA Worldwide ; KnowledgeWorks Foundation; K12; Learning.com; Learning Point Associates; LEGO Group; Lenovo; Measured Progress; McGraw-Hill; Microsoft Corporation; National Education Association; Oracle Education Foundation; Pearson; PolyVision; Scholastic Education; Sesame Workshop; THINKronize; Verizon; and Wireless Generation "I am so proud of West Virginia for being chosen to lead the nation as we embrace 21 st century learning skills," Manchin said. "I believe that 21 st century education will strengthen what our educators are teaching in classrooms across the state. Accelerating technological change, rapidly accumulating knowledge, increasing global competition and rising work force requirements make 21 st century skills essential for success in the new millennium." In addition to the Partnership for 21 st Century Skills, under Paine's leadership, teams of West Virginia teachers, West Virginia Department of Education staff and staff from the state's higher education institutions worked to incorporate rigorous 21 st century learning skills and technology tools into the curriculum. Teams also revised West Virginia's Content Standards and Objectives (CSOs) to broaden the scope of the curriculum that triangulates rigorous content, learning skills and technology tools in addition to including performance descriptors. The newly created CSOs created were reviewed by local and national experts and deemed to meet world-class status. Judges said this was a large-scale undertaking of the state's education department, demonstrating West Virginia's systemic approach to 21 st century learning. "Successful state-level 21 st century skills' initiatives are grounded in standards that infuse learning skills into content standards," said Karen Cator, chair of the Partnership and director of education leadership at Apple. "West Virginia has taken a bold step forward in building a 21 st century education system." In a strong show of support, the West Virginia Board of Education, the Department of Education, higher education, teacher unions, business leaders, other state agencies and educators joined the governor and the first lady during the announcement at the Fall School System Leadership Team Conference. West Virginia Educational Technology Strategic Plan 24

29 "We have focused a great deal on equity in education as part of No Child Left Behind," Paine said. "Along with that, we must focus on ensuring that our children are prepared for tomorrow. We are responsible for producing students who can read and write but these students also must be able to analyze data, solve problems and communicate effectively." The West Virginia 21 st Century Program is developing a set of activities to address the state's unique needs and opportunities, including self-assessments; online professional development communities; information and communication technology (ICT) skills assessments; 21 st century leadership training; 21 st century technology tools and infrastructure; and 21 st century digital resources. The West Virginia State Educational Technology Plan is in alignment with West Virginia's 21 st Century Learning Program. West Virginia Educational Technology Strategic Plan 25

30 West Virginia Educational Technology Strategic P

31 Research West Virginia Educational Technology Strategic Plan 27

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33 VII.Research VII. A. Research Findings from the West Virginia Virtual School Spanish Program Conducted by Rockman ET AL October 4, 2006 Funded by the U.S. Department of Education Our three-year study allowed us to visit all the sites; collect observation, interview and assessment data; and examine the key elements of the virtual Spanish model facilitation by a three-member instructional team; technology; feedback and communication; use of Spanish; and site support. Our analysis of the data helped us identify factors that characterize effective implementations and that are statistically associated with students achievement and engagement. We found: 1. Students in virtual Spanish learn more Spanish and are more engaged when: there is more interaction with the instructional team and when team members make connections to other subjects and provide scaffolding. the facilitator is actively involved in the learning process and guides students smoothly through the daily lessons by maintaining flow, giving directions, reviewing activities and asking questions. 2. In classes where students hear more Spanish, from either the facilitator or the lead teacher, they: perform better on the Spanish Oral Proficiency Assessment (SOPA) are more engaged value foreign language more; and want to continue Spanish in high school. 3. In classes where students receive more feedback on their learning and have high quality and frequent communication with the instructional team, students tend to: learn more Spanish and be more engaged value learning a foreign language; and want to continue Spanish II in high school. 4. In classes where technology works well, and students have access to the necessary tools (e.g., enough headsets and microphones): students learn more Spanish; students are more engaged; facilitators provide more instructional support and feedback to students; and communication and interaction between facilitator and students is more frequent and of higher quality. West Virginia Educational Technology Strategic Plan 29

34 5. In classes where students write more on the computer filling in blanks, writing words or phrases; or composing open-ended responses they have higher Spanish achievement and oral proficiency. 6. Listening to Spanish via technology (CDs, Wimba tools) is positively related to Spanish achievement; listening to others facilitators, lead teachers (via telephone) and peers is associated with higher writing and oral proficiency. 7. When there is a high level of school support support from administrators, support from other teachers, an appropriate time in the school schedule, an appropriate class space students tend to: be more engaged and learn more Spanish; value learning a foreign language; and want to continue Spanish II in high school Findings from the West Virginia Virtual School Spanish Program Research October 4, 2006 ROCKMAN ET AL Replicating the Model: Implications and Recommendations Based on a detailed analysis of the extensive data collected over the past three years, including observations, questionnaires and assessments, we see opportunities for the West Virginia Department of Education to: 1. Enhance the existing program; The program should take full advantage of the existing technology to provide more opportunities for students to hear Spanish, and explore other new technologies that expose them to as much Spanish as possible. This is especially useful, given students preference for technology-based activities. Students would appreciate and benefit from more site visits from adjuncts, giving them a more frequent opportunity to speak to and interact face-to-face with their Spanish teacher. Facilitators in the virtual classrooms, especially new facilitators, could benefit from training and support that includes examples of best practices and effective classroom scaffolding. Facilitators should be encouraged to learn along with students and use Spanish as much as they are able to. 2. Extend the program to reach more students; The program has thus far attracted higher-achieving students, as do most middle school foreign language programs. Administrators and facilitators also have found that students who work well independently and take responsibility for school work are more likely to succeed. To extend the benefits of the program to a broader population, program leaders could consider guidance for schools in identifying, attracting, preparing and supporting students who fall into one or neither category. West Virginia Educational Technology Strategic Plan 30

35 3. Replicate the existing program to provide other languages to middle school students. The success of the Spanish program suggests that it could easily be replicated with different languages Replicate the existing program to provide a virtual Spanish II program. Given the success of the current program in teaching students Spanish and instilling an interest in foreign language and other cultures, it is vitally important that the state make every effort to allow students to continue. Because of the shortage of foreign language teachers, some virtual Spanish students may not be able to continue or may not pick up Spanish II until their sophomore or junior years. Those who have access to other means of delivery do not believe that they learn as much as they do through this program. By offering the next level via a program patterned after this one, the state could ensure that students continue to develop important skills in language, technology, and life. Findings from the West Virginia Virtual School Spanish Program Research Oct. 4, 2006 ROCKMAN ET AL ROCKMAN ET AL West Virginia Educational Technology Strategic Plan 31

36 VII. B. THE RESULTS OF PROFESSIONAL DEVELOPMENT ABOUT TECHNOLOGY: A Report of West Virginia s Statewide Technology Model Schools ProgramVII. By Dale Mann, PhD. And Jonathan Becker, LLD and PhD./Research Director of Interactive Inc. Funded by the United States Department of Education The Technology Model Schools program dramatically increased the use of technology by teachers and students in classrooms, and that increase is associated with gains in mathematics and reading/language arts This is the final report of a three-year analysis of West Virginia s Technology Model Schools program. The study was supported by a grant from the US Department of Education to the West Virginia Department of Education: Interactive, Inc. was the research and evaluation contractor for the state. Documenting the multiple effects of professional development on the integration of technology into classroom instruction by elementary school teachers is the chief purpose of this analysis. The Technology Model Schools (TMS) program dramatically increased the use of technology by teachers and students in classrooms, and that increase is associated with gains in mathematics and reading/language arts. This is a detailed analysis of the ability of a professional development program to impact the classroom integration of technology and, through that, the achievement of students. The study is unusual in its: (1) multiple, independent and corroborating data sources; (2) statewide scope; and (3) multi-year horizon. This evaluation answers the following questions. As a result of the TMS program: 1. Did student achievement go up and for whom? 2. How did students use their computers? 3. Were teachers benefited in their instructional and other duties? 4. Was the turnkey expectation (that teachers would train other teachers) realized? 5. Did the effects of the TMS program continue beyond the departure of the Technology Integration Specialists (TISs)? 6. Did the program as a whole work? 7. Can the Technology Model Schools program be replicated? 1.1 Was student achievement in TMS schools higher than in other schools? Over the two years of this study, teacher professional development from the Technology Model Schools program was delivered in three configurations. In general, the achievement of students whose teachers had any of those three versions of the program s help was higher than students in classes without the program. And, in general, two years of TMS help is associated with higher achievement than one year or no years of TMS help. West Virginia Educational Technology Strategic Plan 32

37 The table below summarizes the points at which students in schools served by TISs scored higher than their counterparts in control schools in math and reading/language arts. [Note: In order to account for the differences among schools at the beginning of the study, we applied analyses of covariance. That allows us to compare scores between schools in different conditions and to comment on which group has higher achievement at points in time, for example Scores from group X were 620 and scores from group y were For math, the performance of students in different configurations of the Technology Model School program was consistently higher than in the control schools. That was not the case for reading/language arts. We examined whether or not the TMS program was helpful to students from lowincome, Title I-eligible backgrounds. For math achievement, the estimate for the twoyear treatment group (TIS both years) and the control and treatment group (TIS second year only) is higher than for the control group (no TIS either year). Students eligible for Title I services had higher math achievement in both the one-year and the two-year TMS schools than their counterparts in the control schools. For reading/language arts achievement, the estimate for one-year treatment/turnkey group (TIS in the first year only) and the control-plus-treatment group 1 (TIS second year only) is higher than for the control group (no TIS either year). In two of the three TMS-service delivery groups, there were no statistically significant differences in reading achievement between students who were and were not eligible for Title I assistance. To that extent, the TMS program may be contributing to closing the achievement gap. 1.2 How did students use their computers? TMS students used computers twice as much as students without the program s support, and they used them significantly more for reading/language arts. 1.3 Were teachers benefited in their instructional and other duties? The TMS trained teachers were much more confident in their expertise and in their independent use of technology than were the others. The TMS teachers used their own computers more and used them more for productivity applications. West Virginia Educational Technology Strategic Plan 33

38 1.4 Was the turnkey expectation realized? All the teachers in the state, whether or not they were in TMS schools, report that they share technology hints with their colleagues. 1.5 Did the effects of the TISs survive their departure? Yes; while teachers use of computers in the control group schools plummeted from 9 percent of the school day to 1 percent of the school day between the first and second years of this study; for the TMS teachers it remained constant at 22 percent of the day. Second, confidence (or expertise) in their own use of computers and in the prospective contribution of computers increased among the TMS teachers from year to year but not among the other teachers. 1.6 Did the new methods for evaluating the outcomes of professional development work? As a result of the methods we used, we have the first independently verified and objective estimate of how much teachers and students are using technology in classrooms as a result of sustained professional development using the TMS model. 1.7 Did the program as a whole work? Yes; the TISs performed according to plan and they got better at their work over the two years. Technology use increased due to their training. Student achievement increased in the TMS schools and the teachers have continued to use technology after the departure of the TISs. The data indicate that: (1) any version of the TIS service was preferable to none; (2) two years of help was better than one; and (3) the TISs changed their services to become more effective in the second year than in the first. Thus, the Technology Model Schools program has helped teachers and students be more successful. 1.8 Can the Technology Model Schools program be replicated? Yes. This analysis supports five recommendations about practice improvement. Recommendation No.1: Use learning technology to improve student achievement. This is the second large-scale, multi-year study in West Virginia to document that state policies and practices, consistently applied, do improve student achievement. West Virginia demonstrates the conditions necessary to school improvement with technology. Recommendation No. 2: Apply a critical mass of a proven model of professional development. The state created a cadre of classroom teachers and trained participants in skills relevant to the state s other classroom teachers. Those technology integration specialists worked (1) on-site, (2) in classrooms and (3) on-demand. West Virginia Educational Technology Strategic Plan 34

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