Listening to Administrators: Learning about

decisions and prioritiesNational Center for Technology InnovationTracy Gray, Ph.D., Director

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NCTI: Fostering Collaboration

NCTI seeks to broaden and enrich the field by providing resources and promoting partnerships for the development of tools and applications by developers, manufacturers, producers, publishers and researchers.

Objectives: To cultivate a collaborative network To promote innovative

products that reach the marketplace To analyze needs, issues, trends, and promising technology innovation and transfer approaches

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AbleNet

AbleNet provides solutions for classrooms and districts that help students with severe/profound to moderate disabilities achieve. Solutions:• K-12 curriculums that have evidence based

research to support implementation and progress monitoring

• Assistive technology that allows all students to participate in aligned curricular instruction and daily school activities

• Professional development supports that help create successful and engaging classroom experiences

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Collaborative

Research to Practice

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Listening to Administrators

NCTI and AbleNet jointly designed the interview questions and market research approach

AbleNet leaders listened to over 50 administrators from various positions

Listened for priorities regarding assuring improvement for students with severe and moderate disabilities and acquiring assistive and learning technologies

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Approach and Findings

NCTI analyzed interview data to identify common themes and concerns

NCTI produced recommendations to inform decision of• industry leaders (marketing) • administrators (purchasing) • consumers

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Outreach and Products

Outreach to Vendors – Educate vendors on administrators’ key concerns and vocabulary

Webinars – Disseminate information and engage in further discussion with vendors and administrators

Guide – Produce a practical guide to inform decision making and educate consumers

AbleNet asked:

What keeps you up at night?

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District Superintendents Answered:

Student progress (AYP)

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District Superintendents Answered

Student progress (AYP) Student safety

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District Superintendents Answered

Student progress (AYP) Student safety Special education

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District Superintendents Answered

Student progress (AYP) Student safety Special education Facilities (budget, maintenance, adequacy)

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District Superintendents Answered

Student progress (AYP) Student safety Special education Facilities (budget, maintenance, adequacy) Language minority students

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Special Education Directors Answered

Special education students’ progress (AYP)

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Special Education Directors Answered

Special education students’ progress (AYP) Trend toward more involved needs (rise in

autism, health needs)

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Special Education Directors Answered

Special education students’ progress (AYP) Trend toward more involved needs (rise in

autism, health needs) IDEA regulations and budgets: AT, IEP

compliance, What’s the budget?

“The biggest disappointment is investment in AT that never gets used.”

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Special Education Directors Answered

Special education students’ progress (AYP) Trend toward more involved needs (rise in

autism, health needs) IDEA regulations and budgets: AT, IEP

compliance, What’s the budget? “The biggest disappointment is investment

in AT that never gets used.” Facilities (budget, maintenance,

adequacy)

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Special Education Directors Answered

AYP (by special education students) Trend toward more involved needs (rise in

autism, health needs) IDEA regulations and budgets: AT, IEP

compliance, What’s the budget? “The biggest disappointment is investment

in AT that never gets used.” Facilities (budget, maintenance,

adequacy) RTI – what will it mean for training and

systems already in place

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State AT Coordinators Answered

Deep utilization of technology

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State AT Coordinators Answered

Deep utilization of technology Collaboration in schools and communities

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State AT Coordinators Answered

Deep utilization of technology Collaboration in schools and communities Access to and mastery of general

curriculum and standards

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State AT Coordinators Answered

Deep utilization of technology Collaboration in schools and communities Access to and mastery of general

curriculum and standards Teacher turnover and continued training

needs

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State AT Coordinators Answered

Deep utilization of technology Collaboration in schools and communities Access to and mastery of general

curriculum and standards Teacher turnover and continued training

needs Getting data that can inform decision

making

Overlapping Concerns Different Perspectives

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Overlapping Concerns

AYP Facilities

Special educationData

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Different Perspectives

People in different positions had different perspectives on the issues, in an increasingly granular focus.

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Different Perspectives

From a Superintendent:

“Data is a challenge: what is it telling me? How does it inform me? How can I make corrections earlier in the school year?”

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Different Perspectives

From a Statewide AT Director:

“Helping teachers become better teachers is critical and hard to maintain with turnover in teaching staff.”

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Different Perspectives

From a Special Education Director

“[I] am increasingly concerned with how the special education students are meeting general education requirements…”

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Different Perspectives

From a building Principal

“[I] look for evidence of wait time that paraprofessionals are using, how many children are involved in activities, etc.”

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Recurring Critical Questions

How should purchasers make decisions? How can researchers, industry leaders,

administrators, teachers and parents contribute to the knowledge base?

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Recurring Critical Questions

How to inform decision making: Need more data on student achievement

with technology options Need to demonstrate increased

effectiveness when technology is well-integrated

Need to educate stakeholders about the levels of evidence required to support claims and purchases

Questions?Thoughts?

Contact us at ncti@air.org