Driving Achievement With Ed-Tech Sponsored by: View all upcoming webinars @ www.edweek.org/go/webinar Gerald Herbert/AP Our Moderator Kevin Bushweller Executive editor of Education Week Digital Directions www.digitaldirections.org For daily posts, visit the Digital Education Blog @ www.edweek.org/go/diged 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. Buy now! Spotlight on E-learning Education Week's Spotlight on E-learning provides 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! www.edweek.org/go/elearn-spotlight One-to-One Computing in Our Middle and High School Classrooms The Maine Learning Technology Initiative Barbara Greenstone MLTI Statewide Integration Mentor email@example.com 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, 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 1to-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 between the English Language Arts classroom and 21st-century, high-tech compositions. Education Week Webinar Joe Kitchens – Western Heights Superintendent Joe.firstname.lastname@example.org Dr. Mwarumba Mwavita – Western Heights Director of School Improvement Mwarumba.email@example.com 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, multicultural, high-challenge school district consisting of six school sites located in the southwest quadrant of Oklahoma City, serving 3,400 students. African American 23.5% Asian/Pacific 4.0% Hispanic 19.5% Caucasian 43.9% Native American 9.0% Other .1% Low Socio-Economic Eng. Lang. Learners Special Services Male Female Mobile (4 year rate) 79.3% 13.2% 14.8% 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 • Western Heights (FY 2007) 50.6% 47.5% 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: 10th-12th Grade versus 12th Grade Only 10th- 12th Grade Success Rate 12th Grade Only Success 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% *Mobility 236/496 = 47.7% 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 RealTime 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 Food Service (Data Futures) Transportation System (Route Point) – Applications – SIF Data Objects Coming Soon: Human Resources & Finance 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 normreferenced 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 lowincome 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. Indentify Target Overage Students a. 2. Parent Town Hall Meeting a. 3. 4. Screening Interviews Parent / Student Contracts Parent / Student Registration Night Computer Accessibility and Monitoring Technology Rich Classrooms PARENT INVOLVEMENT TOOLS TO KEEP PARENTS CONCERNED AND INFORMED COMPUTER FOR 6TH, 7TH, & 8TH 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 firstname.lastname@example.org Buy now! Spotlight on E-learning Education Week's Spotlight on E-learning provides 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! www.edweek.org/go/elearn-spotlight @ 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 choose from No Tech – Low Tech – High Tech projects because all educators and students have different technological capabilities! 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.