Student Basic Skills Pre/Post Survey (Appendix #4): In the eight areas surveyed, all peer mentors reported an increase of at least 90% from the pre-survey. These results were calculated based upon the comparison of students' responses to the same questions given both in the pre-survey and the post-survey. No questions were changed. We looked specifically at the responses to question #8, "In what other technology related activities have you participated?" When we compared the pre and post-surveys, we found that there had been an increase in the number of activities. When averaged and compared, the results represented an increase of 90%. For example, most of the peer mentors reported on their pre-surveys that they had been involved in word processing activities only. By the completion of the project, most students were able to report their involvement in Internet research, design and presentation of a slide show, as well as use of more sophisticated tools, such as painting and drawing in ClarisWorks. 

Video Observations (Appendix #5): On five different occasions for a period of ten minutes at each taping session, portions of the technology mentor program were recorded: These sessions occurred on the first day of the mentor program, one month into the mentor program, two months into the mentor program, three months into the mentor program, four months into the mentor program, and on the final day of the mentor program. Prior to video taping, we established a checklist of behaviors that we hoped students would demonstrate. Our checklist included the following behaviors:

• All students engage in appropriate conversations.
• Regular education students guide special education students using minimal assistance.
• Special education students appropriately accept minimal assistance from Regular education students.
• Regular education students use verbal reinforcements.

Of the five behaviors observed, improvements occurred with each evaluation. Initially students were exhibiting assessed behaviors with approximately 40% accuracy. Over a three month period of mentoring sessions, these results increased to between 90 and 100% in all areas. The special education students also showed an increase in their basic skills. We found that 80% of the students were able to perform all basic skills which were not present at the time of the pre-survey.

Technology and Inclusion Staff Survey (Appendix #6): Several themes were present in the pre/post surveys. Observations made by several staff members included the following:

• an increase in classroom interaction
• a change in the type of activities from skill and drill to engaging activities creating products
• an increase in positive social interactions
• development of pride, leadership and confidence for both regular and special education students
• an increase of special education student involvement on the team 

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