The next part of the puzzle was to provide ongoing professional development that met teachers' needs. We listened to the HIT and the teachers in a variety of settings, and they all told us the same thingintense workshops are great to start with, but teachers need help right in their classrooms, where they need it, when they need it.

Based on this we have offered a mix of professional development activities, starting with two-week summer workshops for all teachers that introduce the content and technology connections and provide more intense training time on the software, followed by support right in the schools on a daily basis and shared inservice days for teachers to come together and discuss what they have accomplished. Right after our first summer workshop we brought an education technologist to the schools for the project. This person, Kevin McGillivray, was already a highly skilled music teacher in the high school who shared a love of music with a love of technology. He is well respected by his Hanau colleagues and now works with them directly in classrooms to model how they can use the technology to support their work.

Kevin also keeps a daily log for us of what he is accomplishing, so that we know what's happening in the classrooms while we are not there, as part of the ongoing research function. Kevin's logs are a rich source of information about the changes happening across all four schools as well as with individual teachers. Our researcher, Judith Davidson Wasser, then looks at the patterns emerging from the logs and blends the information with the many observations, focus group interviews, surveys, and other forms of data we have collected. Her synthesis is brought back on a regular basis to the school and the district office, through the HIT.

This year we've added in a new layer of professional development, which we are calling coteaching. This strategy was developed by Cathy Miles Grant as she worked with clusters of teachers in elementary math. As the teachers gained mastery of the software itself, they began to creatively struggle with how they would tie the software to math concepts in developmentally appropriate ways. Through e-mail, on-site visits, and shared materials, Cathy helped 15 teachers across the two elementary schools develop lessons that started from the National Council of Teachers of Mathematics standards for data representation. Cathy then went to Hanau for a week to coteach with each of these teachers, modeling how she might use the technology in a full week of instruction to support these lesson plans.

We are continuing to use this model in elementary science, secondary social studies, and language arts across grades, with other members of our team and other experts who are developing new ways to integrate technology into content areas. As teachers have become more deeply involved, they have raised questions to the HIT about appropriate rubrics for judging student work produced with the software and appropriate districtwide achievement measures.