Interpreting the Data for Webster County Elementary/Middle School

A presentation for Faculty and StaffPre-Planning, 2011-2012

How are we doing? Georgia vs. Webster

Comparison of 2010-2011 CRCT State to Webster County Percent of Students Scoring in Does Not Meet the Standard/Performance Level 1 in Science

6th Grade 7th Grade 8th Grade0

10

20

30

40

50

60

70

31

21

59

StateWebster

Graph A

Comparison of 2010-11 CRCT State to Webster County Percent ofStudents Scoring in Does Not Meet the Standard/Performance Level 1 in

Social Studies

6th Grade 7th Grade 8th Grade05

101520253035404550

26

4144

StateWebster

Graph B

So…we have a problem or two! But wait, there’s more…..

Science Social Studies

Operations/ Concepts

Responsible Use

Productivity Tool

Communicate Information

Information Search

Data Utilization

Grade 6 43% 41% 43% 32% 34% 35%

Grade 7 42% 33% 30% 33% 41% 28%

Grade 8 92% 98% 85% 96% 87% 95%

2010-2011 OAS Technology Literacy Results

Table1

Percent achieving mastery/competency in each domain

Why aren’t our students performing better on this assessment?

What can we do?

If we expect different results in the future, we have to make some changes

in what we are doing today. So….

Our goals:

• To increase the number of 6th, 7th, and 8th grade students who meet or exceed the CRCT performance standards in science by a minimum of 3% by 2013.

• To increase the number of 6th, 7th, and 8th grade students who meet or exceed the CRCT performance standards in social studies by a minimum of 3% by 2013.

• To increase the number of 6th, 7th, and 8th grade students achieving mastery/competency on the OAS Technology Literacy Test by 3% by 2013.

How can we achieve these goals?

All classrooms now have 21st Century technology tools for teacher and

STUDENT use!

Technology is the Key

Professional Development will be Provided

• Mandatory attendance at professional development workshops (to be offered monthly)•You learn to use your new technology tools so that you will be able to teach your students to

utilize the technology to bring science and social studies to life in completing their assignments.

A GREAT place to start is Georgia Standards.org

Why? They’ve already done the work for YOU!

SMART BOARD USE EXAMPLE

SMART Document use example

Clicker activity

Lesson using IPODs

Lesson with digital cameras

How will we know if the plan is working?

Student interviews

Anecdotal reports

Lesson plan checks by administrators

Teacher discussion

Administrative observations

Rubric use for teachers and for students

  Novice Improving Proficient ExpertPlanning and Designing

The online activities have not been previewed by the teacher.

The activities require only lower-level thinking.The teacher uses only basic skills.

The online activities have been previewed by the teacher.

The activities generally require only lower-level thinking.

The teacher uses basic and advanced skills.

The technology usage enhances concept development.

The online activities have been previewed by the teacher.

The activities include some higher-order critical thinking.

The teacher customizes the lesson for some students.

The technology usage enhances and extends concept development.

The online activities have been previewed and there is a back-up plan.

The activities require higher-order critical thinking.

The teacher customizes the lesson for all students.

Webster County Schools Technology Integration Rubric (Teacher)

Teachingand Management

The lesson focus is on technology use.

No rules for computer use have been established.

The students are unaware of acceptable use rules and safety guidelines.

The teacher seldom monitors learning.

Many students are off-task.Technology is often used as a reward or time-filler.

Students do not have equitable access to technology.

The lesson focus is on technology use.

Basic rules for technology use have been established.

The students are unsure of acceptable use rules and safety guidelines.

The teacher occasionally monitors learning.

Some students are on-task.

Technology is sometimes used as a reward or time-filler.

Most students have equitable access to technology.

The lesson focus is on subject area content.

There are established rules and routines for computer use, getting help, and group work.

The students understand the acceptable use rules and safety guidelines.The teacher often monitors learning.Most students are on-task.

Technology is used as a tool for specific learning objectives.

Most students have equal and appropriate access to technology.

The lesson focus is on subject area content and students use multiple tools and information sources.

There are well-established rules and routines for computer use, getting help, group work, and peer coaching.

The students demonstrate a thorough understanding of acceptable use rules and safety guidelines.

The teacher actively monitors learning and checks for understanding.

All students are on-task.In the classroom students use technology tools as needed without teacher direction.

All students have equal and appropriate access to technology.

Assessment and Evaluation

All students create the same product.

All students create the same product.

Students allowed to make some assignment choices.

Students create products that meet objectives.

Students create products that demonstrate original thinking and creativity.

Students create products that clearly meet objectives.

Adapted from rubric of Kennesaw State University Educational Technology Center. (2010). Retrieved from edtech.kennesaw.edu/admin/ED51100/Performance%20Rubric.doc

References

Kennesaw State University. (2010). Retrieved from edtech.kennesaw.edu/admin/ED51100/Performance%20Rubric.doc

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