A Formative Evaluation of the Research and Presentation Center

At Purple Sage Elementary

Submitted to John Thompson, PhD

By Christa Brediger
Boise State Graduate Student











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Program Description
Summary
This report is an evaluation of the Research and Presentation Center (RPC) at Purple
Sage Elementary. The RPC is a high tech computer center equipped with hardware and
software for students in kindergarten through fifth grade to more frequently and
dynamically engage in critical thinking and analysis skills that meet Common Core State
Standards. In addition to this, the RPC is designed to help prepare students for the
Smarter Balanced Assessment - the state assessment aligned with Common Core
Standards. The purpose of this report is to determine if the objectives of the RPC are
being met at Purple Sage Elementary.
In order to effectively assess the objectives of the RPC, this report will begin by
describing the specific program objectives and purpose for installing the RPC. The
report will outline the data collection of RPC use among classrooms and the methods
used to go about the collection of the data. Finally, the report will conclude by
summarizing the data and describing the next steps Purple Sage Elementary need to
take in order to continue to meet the objectives of the high tech RPC and whether or not
the objectives need to be revisited.
In 2013 Middleton School District began the implementation process of the new
Common Core State Standards (also referred to as the Idaho Core Standards). In
preparation for the rigor of the new standards, teachers at Purple Sage Elementary
recognized that more technology access was a necessity. In May 2013, two teachers at
Purple Sage Elementary were awarded a grant from CentryLink to install a high tech
research and presentation center in the school. As the school already had a traditional
computer lab run by the computer teacher, the high tech lab was designated to be a
student-lead environment with facilitation by the classroom teacher. Common Core
Standards demand that students interact with high levels of technology in order to
gather, organize, and synthesize products that display information. The RPC was
intended to provide students with these opportunities.
Through this evaluation process, it has been determined that the RPC objectives are
being met by the majority of teachers in the building. The RPC is providing students with
the learning environment and opportunities required for success. However, the data
indicated that the objectives are not being met all of the teachers across grade levels.
The evaluation determined that there is a gap in teacher comfortableness with the
technology resources provided in the RPC. As teachers are the ones leading students
through research activities, they need to have an equal if not higher familiarity with
using the programs available in the RPC. As this is not a discrepancy with the RPC
itself, the evaluation has revealed an issue that effects the overall implementation of the
RPC resources, which ultimately trickles down to less opportunity for student
engagement in the RPC resources.

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Program Description
The Research and Presentation Center (RPC) is an additional high tech computer
center that was installed at Purple Sage Elementary in September 2013. The RPC is
designed to engage students, kindergarten through fifth grade, in instructional software
and online learning resources to help students achieve the Common Core State
Standards. The RPC was fully installed and opened for student use at the end of
September. The RPC is equipped to handle full classes of students up to thirty-three. As
Common Core Standards require students to utilize research analysis and formal
presentation skills within a variety of means (textual, audio, and visual), the high tech
RPC has been deliberately outfitted with resources to provide students exposure to
these types of media and skill development situation.
Example Standard for Writing no. 8 for Fourth Grade Students states that students
should be able to, gather relevant information from print and digital sources; take notes
and categorize information, and provide a list of sources.
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Program Objectives
The administration and members of the leadership team at Purple Sage Elementary
have determined the objectives for the use of the RPC. The installment of the RPC will:
Increase student academic growth by extending classroom instruction
Provide students with more frequent access to dynamic instructional software
and online learning resources aligned to Common Core Standards
Provide students with more efficient access to dynamic instructional software and
online learning resources aligned to Common Core Standards
Prepare students to take the Smarter Balanced Assessment, through multimedia
integration
Program Components
The RPC is a fully functioning high tech computer center. As its name implies,
Research and Presentation Center the computer center is used by students for
research and data collection, and presentation purposes. Different from a traditional
computer lab, the RPC is designed for students to apply basic technology skills (i.e.
keyboarding, word processing, and using search engines) while working in critical
thinking situations. The RPC is designed to engage students, kindergarten through fifth
grade, in instructional software and online learning resources that meet the Common
Core State Standards. The RPC is equipped with thirty-three laptop computers with full
Internet access, a document camera synced to the teacher computer, surround-sound
voice amplification system, SMART board technologies, and an LED projector.


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Idaho Core Standards: ELA Writing #8:
http://www.sde.idaho.gov/site/common/ELAcore/docs/4thGradeCCSSUnpacked.pdf
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Through these components students are able to engage, more frequently, in research
and presentation tools that will be required to use in the Common Core Standards and
the partnering Smarter Balanced assessment.

Evaluation Method
Participants
The participants in this evaluation were the certified teaching staff at Purple Sage
Elementary. The teaching staff includes seventeen classroom teachers and two Gifted
and Talented (GT) teachers. The participants were selected, as the teachers are the
ones leading instruction in the RPC and evaluating the growth of their individual
students. These teachers have daily (once a week for the GT teachers) interaction with
their students. Within this time teachers have one to three fifty-minute scheduled
periods in the RPC each week. The district Technology Director and building Principal
were also included in the initial development of the objectives of the RPC and
scheduling time slots among classes.
Procedures
By the beginning of November the RPC had a consistently set schedule with several
periods blocked out for teachers to reserve additional time in the RPC on an as-needed
basis.
Throughout the evaluation, teachers were required to keep an activity log (Appendix A)
of the day and time when they utilized the RPC, and the instructional activity the
students were conducting during that time. Teachers were asked to match the student
activity with the appropriate Common Core Standard/Content Area. The activity log was
kept in the RPC by the teacher computer. The evaluator then aligned the activity log to
the RPC objectives. At the end of the twelve-week evaluation period, teachers were
given a survey about overall impact of the RPC on student achievement (Appendix B).
One hundred percent of the teachers participated in the surveys. For further insight into
the survey results, a follow up interview was conducted to get more specific feedback
from a sample of teachers, who form the school leadership team. This team is
comprised of one representative from each grade level.
After each of the surveys was returned, the activity log and survey results were
compiled. From here the evaluator contacted the building principal and members from
the leadership team, who originally set the objectives for the RPC, to determine what
steps needed to be made to ensure continued success of the RPC objectives in the
future.


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Data Sources
There were two sets of data sources used during this evaluation: a survey and activity
log/documentation. All teachers were given a survey throughout the evaluation period.
The survey allowed teachers to share their account of student achievement while using
the RPC with their classes. The survey was comprised of nine questions that gathered
data on the programs and activities conducted in the RPC, how often classes visited the
RPC, and what Common Core Standards the activities were lining up with.
The activity log provided the evaluator with more detail of the specific activities and
investigations students were operating while working in the RPC. Teachers recorded
the day and length of time they were utilizing the RPC technologies. They also recorded
what specific activity students were completing during their allotted RPC time.
Results
Survey Results
The primary data source for this evaluation was the Teacher Survey. Below is a table
that shows the overall general teacher feedback from the survey questions.
How often do you use the RPC? 21% 1-2 times per month
64% 1-2 times per week
15% more than 2 times
Duration of RPC visits? 79% 50 minute periods
21% 30 minute periods
While in the RPC, what content
area(s) do your lessons fall into
most often?
(listed in order from greatest to least)
Math
Writing
Social Studies
Science/Health
What tech tools have your students
used to create presentations or
culminating products?
Microsoft Word
PowerPoint
GoogleDocs
Animoto
Sum Dog (instructional math software)
PLATO (instructional math/reading
software)
Do you feel that time in the RPC is
helping students meet Common
Core Standards?
74% Yes
26% No
Have you seen student academic
growth from utilizing technology
pieces in the RPC?
74% Yes
26% No

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There were nineteen teachers surveyed using a Google Form. All of the teachers
responded to the survey. The survey results showed that most of the teachers in the
building are using the RPC on a consistent basis and have seen positive improvements
in student growth according to the Common Core Standards. Teachers who are not
using the RPC consistently are not able to determine a strong student growth regarding
the content-technology integration requirements aligned with Common Core Standards.
The survey results also show that grades 3-5 are utilizing the RPC more often than
grades K-2.
The teachers who use fifty-minute sessions in the RPC wrote that students mostly work
on short-term research projects, using the technologies in the computer center, to
address the English Language Arts standards. These teachers saw student growth in
Reading and Writing between fist and second quarter grades. Teachers who use thirty-
minute sessions in the RPC wrote that students mostly work on skill development in
mathematics. Students worked through instructional software programs, offered through
the RPC technologies, like Sum Dog and PLATO to build skills in basic math
computation. These teachers witnessed student growth in quarter math grades as well.
The evaluator conducted a short follow up discussion with members of the school
leadership team. Through the discussion, teachers brought up concern about lack of
professional development training on technology resources available for student use in
the RPC. Teachers determined that due to this they were not confident enough in their
own skill level using the RPC technology to lead students through various presentation
methods and therefore were hesitant to incorporate the resources in the RPC in lessons
and assignments. Although this is not a reflection of the RPC technologies themselves,
it does pose an adequate concern to the future success of the RPC objectives.
Activity Log Results
The second data source for this evaluation was an ongoing Activity Log for teachers to
report student activity while using the RPC resources.
Through the information provided in the Activity Log, it was clear that all grades were
utilizing the RPC technologies in order to help students master the Common Core
Standards in various content areas. The Activity Log also revealed an interesting trend
among class use of the RPC. Interestingly, about 75% of grades 3-5 used the RPC for
research, writing, and presentation purposes. The other 25% spent more time on math
computation skills through the instructional software programs. The students who
worked through research projects were creating video presentations (Animoto), online
interactive posters (Glogster), and interactive presentations (Prezi) in addition to writing
a standard research paper. These uses of the RPC directly meet the program
objectives.
Teachers for grades 1-2 logged student skill practice in math and reading. The RPC
allowed for increased student-technology engagement and interaction as students
utilized instructional software programs like ScootPad and online tutorials to support
mastery of Common Core Standards in math and reading content areas. As each class
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has begun to apply the RPC technologies to extend classroom instruction and increase
student academic growth, the objectives for the RPC are being met.
Discussion
In May of 2013, two teachers from Purple Sage Elementary were awarded a grant
from CenturyLink to install a high tech research and presentation center to increase
student engagement and preparation for the Smarter Balanced Assessment - aligned
with the Common Core State Standards. In September 2013, the RPC was fully
installed and opened for classroom use.
The purpose of this evaluation was to determine whether or not the objectives of the
RPC are being met and what, if necessary, needs to be adjusted so that the objectives
may be met. The data centered on teacher attitudes towards the efficiency and
effectiveness of the RPC, as well as a physical Activity Log kept of student learning
opportunities initiated through use of the RPC technologies. The results of the data
revealed several interesting factors regarding the RPC and its objectives. The following
paragraphs will address these findings.
One of the objectives of the RPC is to increase student academic growth by extending
classroom instruction. This requires that the RPC be used as an extension of classroom
discussions and topics. Middleton School District has adopted the Common Core
Standards for Mathematics and English Language Arts. The survey results determined
that 74% of teachers believe the RPC has helped their students acquire skills aligned
with Common Core Standards. In addition to this, 74% state that they have witnessed
academic growth among students because of increased student-technology integration
in the RPC. The Activity Log also supported this objective as student projects and
technology-integrated assignments began to show a trend of initiating in higher thinking
and processing skills.
Another objective of the RPC is to provide students with more frequent access to
dynamic instructional software and online learning resources aligned to Common Core
Standards. The Activity Log best reflected this objective as teachers signed in each time
they brought students to utilize the RPC technologies. Throughout the course of the
evaluation, the Activity Log acquired more classes and increased visits each week. The
RPC schedule left a block of first-come first-serve slots for classes to make additional
visits to the RPC than what they were initially scheduled. These open blocks began to
fill up more often. Prior to the installment of the RPC, students were receiving one forty-
minute block of instructional computer time per week. This time did not necessarily
focus on projects or skills aligned with Common Core Standards. The increase in
scheduled visits to the RPC directly supports the objective of more frequent access to
dynamic instructional software, of course, aligned to Common Core Standards.
A third objective of the RPC is to provide students with more efficient access to dynamic
instructional software and online learning resources aligned to Common Core
Standards. This objective is very similar to the previous. According to the Activity Log,
classrooms began to visit the RPC more frequently throughout the evaluation period.
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Teachers determined through the survey results that they saw more efficiency as whole
classes had more consistent access to the same instructional programs. General
classrooms have anywhere from two to four computers and class sizes ranged from
eighteen to thirty-two. The survey results show that 79% of teachers spend fifty-minute
periods in the RPC and 64% of teachers are visiting the RPC one to two times each
week. This allows an entire class to be operating an instructional program or technology
integrated web tool for a longer period of time. Teachers confirm that this is an increase
in efficiency where as rotating students through classroom computers for ten to fifteen
minute periods does not allow them adequate time to work through assignments.
The concluding objective of the RPC is to prepare students to take the Smarter
Balanced Assessment, through multimedia integration. The Smarter Balanced
Assessment is completely computerized and focuses heavily on skill application across
all content areas. As it is critical for students to be fluent in computer application
technologies, the RPC sets up the perfect environment for students to build confidence
using tools like GoogleDocs, Word Processing, PowerPoint and presentation
generating, and audio recording. According to the student work recorded in the Activity
Log, it is evident that students are actively engaging in research, writing, and
presentation pieces to help equip them for the requirements of the Smarter Balanced
Assessment.
Although the data results show a definite positive impact on student growth and
achievement since the implementation of the RPC, there are still 26% of teachers who
state they have not seen student growth related to the use of the RPC technologies.
The next step is to determine why these teachers feel there is no growth happening.
Through the follow up discussion with members of the leadership team, it was
mentioned that some teachers do not feel they have been provided adequate training in
the RPC technologies to feel comfortable enough to use them with students. As the
district has recently hired technology integration specialists for both elementary and
secondary levels, a suggestion to meet this need is for the specialists to conduct
professional development (informal trainings specific to the Purple Sage staff would be
appropriate in this situation) with teachers in the RPC. This would allow teachers to
have increased experience using the RPC technologies.
Another suggestion regards the adjustment of the objectives. The leadership team
might consider adding an objective that determines a percentage of student
achievement. Although the goal is always to see each student grow academically, the
RPC may consider playing a part in a percentage of that piece. For example, the RPC
will improve student growth among 85% of the student population by extending
classroom instruction.
The purpose of this evaluation was to determine if the initial objectives of the RPC were
being met among the student body. From the overall assessment of data results, it is
evident that the objectives are being met across the student body. Teacher attitudes
reflect that the RPC offers appropriate and efficient technology resources that allow the
RPC to fulfill its objectives. Purple Sage Elementary is making positive advances in
technology integration in order to help ready their students for the future. The RPC
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plays a monumental role in student development and should be continued through
future years. With extended professional development to assist teachers in using the
technology resources offered, the RPC has a bright future ahead. It is projected that
student achievement at Purple Sage Elementary will continue to increase as students
continue to actively engage with the technologies available in the RPC in order to
develop critical thinking and analytical skills.
Project Cost
PERSONNEL
Salary Information Days Worked Rate/Day Cost

Christa Brediger

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$500/day

$6,000
TRAVEL EXPENSES
Work Location
ID Mileage
Reimbursement Rate
# Of
Trips
Miles
Per
Trip Cost

Purple Sage
Elementary


$0.55/mile


5


34


$93.50
MATERIALS
Item Description Cost
Miscellaneous
materials
Copies of surveys, Activity Logs, data
results, final reports, etc. $200

Total Budget $6,293.50

Above is the overall budget outline for the expenses of this evaluation. The evaluator,
Christa Brediger, was the lead on the evaluation team and the only one to travel to
Purple Sage Elementary. There were no overnight costs for this evaluation. The Idaho
State Department of Travel Policies and Procedures determine the reimbursement rate
for travel. All additional materials for this evaluation include copies of they survey sent to
the teachers as follow up for those who did not respond electronically, result
compilation, data collection logs, ink, and final evaluation report collation and
presentation. The total budget for this evaluation is $6,293.50.





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Appendices
Appendix A
Activity Log
Below is the link to the Activity Log that was kept in the RPC throughout the duration of
the evaluation. Snapshot provided for quick glance.
https://docs.google.com/document/d/1VRXu6Sq3cAfIaddgo0X4i-
58ZduvrygF32VOPGrwSug/edit?usp=sharing








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Appendix B
Survey for Teachers
Below is the link to the Teacher Survey that was administered twice throughout the
evaluation process. Snapshot provided for quick glance.
https://docs.google.com/a/u.boisestate.edu/forms/d/16X31iGdQK821lmuejU5Jv8xNeKc
ChkF6fxjZ8gGY8oA/viewform