Transcript Economic Stimulus & Powering Through the Recession
Driving Achievement With Ed-Tech
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Our Moderator Kevin Bushweller
Executive editor of Education Week
Digital Directions
www.digitaldirections.org
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Guest
Michelle Davis
Senior writer, Education Week Digital Directions
Featured Guests
Chris Small
Vice president of curriculum and instruction, R. Frank Nims Middle School, Tallahassee, Fla.
Barbara Greenstone
Statewide integration mentor, Maine Learning Technology Initiative
Joe Kitchens
Superintendent, Western Heights School District, Oklahoma City, Okla.
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One-to-One Computing in Our Middle and High School Classrooms
The Maine Learning Technology Initiative
Barbara Greenstone
MLTI Statewide Integration Mentor [email protected]
The MLTI has at its core 5 operational goals:
1) 2) Equity, Integration with Maine’s Learning Results, 3) 4) Sustainability/Avoiding Obsolescence, Teacher Preparation and Professional Development, and 5) Economic Development.
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 8
Gains in Student Achievement
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.
http://usm.maine.edu/cepare/
Gains in Student Achievement
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.
http://usm.maine.edu/cepare/
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.org
www.maine121.org
iTunesU
How do educators meet new technology demands ? With The Alan Sitomer BookJam, you can bridge the gap and 21 between the English Language Arts classroom st -century, high-tech compositions.
Education Week Webinar
Joe Kitchens – Western Heights Superintendent [email protected]
Dr. Mwarumba Mwavita – Western Heights Director of School Improvement [email protected]
Objectives
* Scope of the drop-out problem * Factors contributing to drop-out & completion rates * Data-driven solutions
Western Heights: “Intent on 10%” 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.
African American Asian/Pacific Hispanic Caucasian Native American Other .1% 23.5% 4.0% 19.5% 43.9% 9.0%
Low Socio-Economic 79.3% Eng. Lang. Learners 13.2% Special Services 14.8% Male Female Mobile (4 year rate) 51.7% 48.3% 70.0%+
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 • Tulsa • Oklahoma City 50.6% 47.5% • Western Heights (FY 2007) 53.1% Rank 32 36 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: 10 th -12 th Grade versus 12 th Grade Only
Original Students Transfers In Transfers Out W/Request for Record Transfers In/Transfers Out *Mobility
10 th - 12 th Grade Success Rate
430/630 = 68% 167/364 = 46% 195/357 = 54.6% 126/225 = 56% 236/496 = 47.7%
12 th Grade Only Success Rate
144/206 = 69.9% 64/133 = 48.1% 86/146 = 58.9% 45/83 = 54.2% 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 Problem of 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
– Zone Integration Server (ZIS)
Network Account (EduStructures) Student Information System (Pearson SMS) Library Automation (Follett Destiny)
– SIF Agents – Applications – SIF Data Objects
Coming Soon Finance : Human Resources & Transportation System (Route Point) Food Service (Data Futures) State Student ID System (Mizuni) Data Warehouse (Mizuni) Data Analysis & Reporting (Mizuni) Instructional Services (Microsoft Class Server & Renaissance Place) Instructional Management (Campusware Grade book, EZ IEP, & EZ Planner)
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 of Best-of-Breed Solutions) Historical Capability Within the Student Information System (SIS) & Other Systems (Avoid Annual Dumping of Data)
Business Processes that Drive the LDS 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)
Historical Schedules for a Specific Student
FY 2010 Schedule FY 2009 Schedule FY 2007 Schedule FY 2008 Schedule
FY 2009 IOWA and State CRT’s
FY 2010 Teacher Schedule
Common Language / Longitudinal Growth Model Development
Step 1: 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.
Step 2: 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. Step 3: 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. Step 4: 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 5: 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.
Step 6: 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.
Step 7: 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). Step 8: By August 2010, we will create the longitudinal measures of teacher success over time. (growth model reporting)
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:
The Integration of Out of the Box Programs in order to Impact Student Achievement
Motivating Students to be College Bound
Organized by Department Divisions (not grade levels)
NEW College Style Web Design for better Communication
Each School will have its own Entry Page
SOFTWARE FOR THE CLASSROOM
Each Grade Level and Teacher has a Page
Statistics
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...
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 Schools
Course Acceleration Program
1.
a.
Indentify Target Overage Students Screening Interviews 2.
a.
Parent Town Hall Meeting Parent / Student Contracts 3.
4.
Parent / Student Registration Night Computer Accessibility and Monitoring
Technology Rich Classrooms
PARENT INVOLVEMENT
TOOLS TO KEEP PARENTS CONCERNED AND INFORMED COMPUTER FOR 6 TH , 7 TH , & 8 TH GRADER STUDENTS @ HOME
Questions and Comments… Contact Information: Nims Middle School 723 W. Orange Ave Tallahassee, FL 32305 Mr. Christopher Small Assistant Principal of Curriculum [email protected]
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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 choose from No Tech – Low Tech – High Tech projects because all educators and students have different technological capabilities!
All high-tech projects meet 21 st -century technological learning standards!