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Driving Achievement With Ed-TechDriving Achievement With Ed-Tech
View all upcoming webinars @ www.edweek.org/go/webinar
Sponsored by:
Gerald Herbert/AP
Our ModeratorOur Moderator
Kevin BushwellerExecutive editor of Education Week Digital Directionswww.digitaldirections.org
For daily posts, visit the Digital Education Blog @ www.edweek.org/go/diged
GuestGuest
Michelle DavisSenior writer, Education Week Digital Directions
Featured GuestsFeatured Guests
Chris SmallVice president of curriculum and instruction, R. Frank Nims Middle School, Tallahassee, Fla.
Barbara GreenstoneStatewide integration mentor, Maine Learning Technology Initiative
Joe Kitchens
Superintendent, Western Heights School District, Oklahoma City, Okla.
Spotlight on E-learningSpotlight on E-learning
www.edweek.org/go/elearn-spotlight
Education Week's Spotlight on E-learningprovides insights on the growth of online classes, research on the effectiveness of online learning, managing the schedules of virtual classrooms, organizing and preparing to teach virtual classes, online professional development, and more.
Buy now!
Buy now!
The Maine Learning Technology Initiative
One-to-One Computing in Our Middle and High School
Classrooms
Barbara GreenstoneMLTI Statewide Integration
rg
The MLTI has at its core 5 operational goals:
1) Equity,2) Integration with Maine’s Learning Results,3) Sustainability/Avoiding Obsolescence,4) Teacher Preparation and Professional
Development, and5) Economic Development.
8
Professional Development is the underpinning that makes it work.
•Day-long, face-to-face workshops in each of nine regions•Regional leadership team meetings•Workshops at state conferences•Tech updates•School-based workshops•Online workshops•Weekly webinars•Blog posts•Podcasts (iTunesU)•Informal support
Gains in Student Achievement
http://usm.maine.edu/cepare/
Writing• Compared before and after 1-to-1 implementation•Writing scores on MEA improved approximately 1/3 of a standard deviation•Twice as many students using laptops for all stage of writing process met proficiency standard•Improvements were independent of test format – online or paper and pencil.
Gains in Student Achievement
http://usm.maine.edu/cepare/
Math• 2-year study that included professional development for teachers in experimental group•Improvement in teachers’ knowledge and practice with technology•Improvement in students’ scores on tests designed for study and on MEAs.
Student Tech Team Conference
•Annual conference at University of Maine•PD for kids•800+ participants in 2009, planning for 1000 in 2010•Sessions led by professors, students, teachers, community members, MLTI staff•Door prizes include university scholarships
For more information...
www.mlti.orgwww.maine121.or
g
iTunesU
How do educators meet new technology
demands?
With The Alan Sitomer BookJam, you can bridge the gap
between the English Language Arts classroom
and 21st-century, high-tech compositions.
Education Week Webinar
Joe Kitchens – Western Heights [email protected]
Dr. Mwarumba Mwavita – Western Heights Director of School Improvement
Objectives
* Scope of the drop-out problem
* Factors contributing to drop-out & completion rates
* Data-driven solutions
Western Heights: “Intent on 10%”
African American 23.5% Asian/Pacific 4.0% Hispanic 19.5% Caucasian 43.9% Native American 9.0% Other .1%
Low Socio-Economic 79.3% Eng. Lang. Learners 13.2% Special Services 14.8% Male 51.7% Female 48.3% Mobile (4 year rate) 70.0%+
Western Heights Public Schools is a diverse, multi-cultural, high-
challenge school district consisting of six school sites located in the
southwest quadrant of Oklahoma City, serving 3,400 students.
America’s Promise: A Special Analytic Report on High School Graduation- 2008
• Half of all public high school students in the US’ fifty largest cities fail to graduate. 2003-2004 Data
Graduation Rate Rank
• Tulsa 50.6% 32 • Oklahoma City 47.5% 36 • Western Heights (FY 2007) 53.1% NA
• The report states that only 52 percent of public high school students in these cities graduate after four years, while the national average is 70 percent
Academic Performance of Durational Cohorts at the Middle School Level (State Test)
Students who begin their education early and stay in the same school tend to do better academically.
Academic Success/Failure:10th-12th Grade versus 12th Grade Only
10th- 12th Grade Success Rate
12th Grade OnlySuccess Rate
Original Students 430/630 = 68% 144/206 = 69.9% Transfers In 167/364 = 46% 64/133 = 48.1% Transfers Out W/Request for Record
195/357 = 54.6% 86/146 = 58.9%
Transfers In/Transfers Out
126/225 = 56% 45/83 = 54.2%
*Mobility 236/496 = 47.7% 105/196 = 53.6%
What does the Longitudinal Data Tell Us?
Mobility has a Huge Impact on Academic Achievement and Student Success
The Negative Impact of Mobility is Evident at all Levels of Education (Elementary, Middle, High School)
How Do We Address the Problemof Mobility in Our Schools?
Establish Intervention Strategies at Site Levels that Effectively Identify and Serve Mobile Students
Set Standards for the Articulation of Real-Time Data Between Districts and States: Student Performance Data Teaching and Learning Resources Data Demographic Data
Effective Use of LDS
How Does LDS Impact Parents and Students?
How Does LDS Impact Teachers? How Does LDS Impact
Administrators?
Western Heights SIF Infrastructure
Network Account(EduStructures)
Coming Soon:Human Resources & Finance
Data Analysis& Reporting (Mizuni)
Instructional Services (Microsoft Class Server & Renaissance Place)
Library Automation (Follett Destiny)
Student Information System (Pearson SMS)
Instructional Management (Campusware Grade book, EZ IEP, & EZ Planner)
Food Service (Data Futures)
– Zone Integration Server (ZIS)
– SIF Agents
– Applications
– SIF Data ObjectsData Warehouse (Mizuni)
Data Warehouse (Mizuni)
State Student ID System (Mizuni)
State Student ID System (Mizuni)
Transportation System (Route Point)
Transportation System (Route Point)
Business Processes that Drive the LDS
Single Source of Data Entry
Schools Interoperability Framework (SIF) Compliant SIF Agents Present to Support Zone Integration of
Disparate Applications (i.e., Allows Deployment ofBest-of-Breed Solutions)
Historical Capability Within the Student Information System (SIS) & Other Systems (Avoid Annual Dumping of Data)
Family Information Management Capability in Place (Especially in the SIS)
Capability to Support Flexible Insertion of New Data Packages as Federal & State Reporting Requirements Change (e.g., English Language Learner Parameters)
Business Processes that Drive the LDS
Historical Schedules for a Specific Student
FY 2010 Schedule FY 2009 Schedule
FY 2008 Schedule FY 2007 Schedule
FY 2009IOWA and State CRT’s
FY 2010 Teacher Schedule
Mizuni developed a database called the “common language editor” that is uniquely capable of receiving standards-based information and assessment-based information from multiple sources.
Approximately 40 Educators (including more than 25 teachers) created and organized a “Common Language” database for Math, Language Arts, Science, and Social Studies for grades Pre-Kindergarten through 12 that consists of more than 25,000 data objects.
Administrators set the criteria in the Mizuni built “concept mapping profile tool”. They choose which assessments and standards will be mapped to the common language, based on district needs. To date the system has been set up to map all Oklahoma state criterion tests, ITBS and Performance Series assessments.
Educators have developed and utilized the “common language mapping tool” to map both current and previous forms of Oklahoma State Standards to the teacher developed common languages in math, language arts, and science. This work is still underway in social studies and planned for completion in summer 2010.
Step 1:
Step 2:
Step 3:
Step 4:
Common Language / Longitudinal Growth Model Development
Teachers will use the Mizuni built “common language mapping tool” to map various standardized assessments including state and norm-referenced assessments in languages arts, math, science, and social studies. Math, language arts, and science is planned for completion in Feb 2010, while social studies will be completed in summer 2010.
Use the information created in steps 1-5 to develop a longitudinal growth model indicating the level of academic achievement of individual students and groups of students over time. Thereby creating a foundation for the establishment of longitudinal measurements of teacher success over time.
By March 2010, we will create a reporting tool capable of demonstrating the longitudinal growth of individual students and groups of students in math, science, and language arts (social studies by Aug 2010).
By August 2010, we will create the longitudinal measures of teacher success over time. (growth model reporting)
Step 5:
Step 6:
Step 7:
Step 8:
Creating a Measure of Teacher Value-Add
Having access to …
* historical student schedules* multiple assessment results* linkage with the common language
…. provides us the ability to demonstrate the instructional value a teacher brings to multiple students over time.
Raising the Bar… Setting the Standard:
Raising the Bar… Setting the Standard:
The Integration of Out of the Box Programs in order to
Impact Student Achievement
The Integration of Out of the Box Programs in order to
Impact Student Achievement
Motivating Students to be College BoundMotivating Students to be College Bound
Organized by Department Divisions (not grade levels)
Organized by Department Divisions (not grade levels)
NEW College Style WebDesignfor better Communication
NEW College Style WebDesignfor better Communication
Each School
will have its
own EntryPage
Each School
will have its
own EntryPage
SOFTWARE FOR THE
CLASSROOM
SOFTWARE FOR THE
CLASSROOM
Each Grade Level and
Teacher has a Page
Each Grade Level and
Teacher has a Page
StatisticsStatistics
In today’s workplace, only 40 percent of adults who dropped out of high school are employed, compared to 60 percent of adults who completed high school and 80 percent for those with a bachelor’s degree or higher (Alliance for Excellence, 2005).
High school graduation especially benefits African-American
workers: those with a diploma earn an average of 47% more annually than their counterparts who did not graduate (Southern Regional Education Board, 2005).
The overall poverty rate of a person in Florida measured in the 2000 census was 2 million persons. 78 percent of children whose parents do not have a high school degree live in low-income families (National Center for Children in Poverty).
In today’s workplace, only 40 percent of adults who dropped out of high school are employed, compared to 60 percent of adults who completed high school and 80 percent for those with a bachelor’s degree or higher (Alliance for Excellence, 2005).
High school graduation especially benefits African-American
workers: those with a diploma earn an average of 47% more annually than their counterparts who did not graduate (Southern Regional Education Board, 2005).
The overall poverty rate of a person in Florida measured in the 2000 census was 2 million persons. 78 percent of children whose parents do not have a high school degree live in low-income families (National Center for Children in Poverty).
Statistics Continued...Statistics Continued... High school graduation rates are below par, with only
an estimated 68 percent of students who enter the ninth grade graduating with a regular high school diploma in the twelfth grade (US Department of Education).
The Census data for 2000, when corrected for various
measurement problems, show that whites graduate with a regular diploma at a rate about 15 percentage points higher than blacks and about 13 points higher than Hispanics.
Six of the ten fastest growing occupations listed by
the U.S. Department of Labor in its employment projections through 2012 require an associate’s or bachelor’s degree (US Department of Labor Statistics, 2004).
High school graduation rates are below par, with only an estimated 68 percent of students who enter the ninth grade graduating with a regular high school diploma in the twelfth grade (US Department of Education).
The Census data for 2000, when corrected for various
measurement problems, show that whites graduate with a regular diploma at a rate about 15 percentage points higher than blacks and about 13 points higher than Hispanics.
Six of the ten fastest growing occupations listed by
the U.S. Department of Labor in its employment projections through 2012 require an associate’s or bachelor’s degree (US Department of Labor Statistics, 2004).
Florida Virtual SchoolsFlorida Virtual Schools
Course Acceleration Program
Course Acceleration Program
1. Indentify Target Overage Studentsa. Screening Interviews
2. Parent Town Hall Meetinga. Parent / Student Contracts
3. Parent / Student Registration Night4. Computer Accessibility and
Monitoring
1. Indentify Target Overage Studentsa. Screening Interviews
2. Parent Town Hall Meetinga. Parent / Student Contracts
3. Parent / Student Registration Night4. Computer Accessibility and
Monitoring
Technology Rich Classrooms
Technology Rich Classrooms
PARENT INVOLVEMENTPARENT INVOLVEMENTCOMPUTER FOR 6TH, 7TH, & 8TH GRADER STUDENTS @ HOME
TOOLS TO KEEP PARENTS CONCERNED AND INFORMED
Questions and Comments…
Contact Information:Nims Middle School723 W. Orange AveTallahassee, FL 32305Mr. Christopher SmallAssistant Principal of [email protected]
Questions and Comments…
Contact Information:Nims Middle School723 W. Orange AveTallahassee, FL 32305Mr. Christopher SmallAssistant Principal of [email protected]
Spotlight on E-learningSpotlight on E-learning
www.edweek.org/go/elearn-spotlight
Education Week's Spotlight on E-learningprovides insights on the growth of online classes, research on the effectiveness of online learning, managing the schedules of virtual classrooms, organizing and preparing to teach virtual classes, online professional development, and more.
Buy now!
Buy now!
Join our community of ed. tech leaders and educators at the Digital Directions social network on Ning. Discuss, collaborate, and get answers to your most pressing ed. tech questions.
http://digitaldirections.ning.com
@
An on-demand archive of this webinar is going to be
available at www.edweek.org/go/webinar
in less than 24hrs. Thanks for taking part today. We really appreciate it.The Editors @ edweek.org
How do educators meet new technology demands?
The Alan Sitomer BookJam provides educators with:
• options for execution• composition prompts and outlines• technological assistance• grading rubrics
You can choosefrom No Tech –
Low Tech – High Techprojects because all educators and
students have different
technologicalcapabilities!
All high-tech projects meet 21st-century technological learning standards!
For more information on The Alan Sitomer BookJam
and to take a tour,please visit www.thebookjam.com
or call 1-800-638-1304.
