Driving Achievement With Ed-Tech

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Driving Achievement With Ed-Tech
Sponsored by

• View all upcoming webinars _at_ www.edweek.org/go/web
  inar

Gerald Herbert/AP
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Our Moderator
Kevin Bushweller
Executive editor of Education Week Digital
Directionswww.digitaldirections.org
For daily posts, visit the Digital Education Blog
_at_ www.edweek.org/go/diged
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Guest
Michelle DavisSenior writer, Education Week
Digital Directions
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Featured Guests
Chris SmallVice president of curriculum and
instruction, R. Frank Nims Middle School,
Tallahassee, Fla.
Barbara GreenstoneStatewide integration mentor,
Maine Learning Technology Initiative
Joe KitchensSuperintendent, Western Heights
School District, Oklahoma City, Okla.
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Spotlight on E-learning
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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.
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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 bgreenstone_at_mainelearns.org
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The MLTI has at its core 5 operational goals

1. Equity,
2. Integration with Maines Learning Results,
3. Sustainability/Avoiding Obsolescence,
4. Teacher Preparation and Professional Development,
   and
5. Economic Development.

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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

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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/
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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/
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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

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For more information...
www.mlti.org
www.maine121.org
iTunesU
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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.
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Education Week Webinar

• Joe Kitchens Western Heights Superintendent
• Joe.kitchens_at_westernheights.k12.ok.us
• Dr. Mwarumba Mwavita Western Heights Director
  of School Improvement
• Mwarumba.mwavita_at_westernheights.k12.ok.us

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Objectives

• Scope of the drop-out problem
• Factors contributing to drop-out completion
  rates
• Data-driven solutions

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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 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

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Americas 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

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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.
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Academic Success/Failure10th-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 45/83 54.2
Mobility 236/496 47.7 105/196 53.6
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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)

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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

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Effective Use of LDS

• How Does LDS Impact Parents and Students?
• How Does LDS Impact Teachers?
• How Does LDS Impact Administrators?

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Western Heights SIF Infrastructure
Student Information System (Pearson SMS)

• Zone Integration Server (ZIS)
• SIF Agents
• Applications
• SIF Data Objects

Network Account (EduStructures)
Library Automation (Follett Destiny)
Food Service (Data Futures)
Transportation System (Route Point)
State Student ID System (Mizuni)
Data Warehouse (Mizuni)
Coming Soon Human Resources Finance
Data Analysis Reporting (Mizuni)
Instructional Management (Campusware Grade book,
EZ IEP, EZ Planner)
Instructional Services (Microsoft Class Server
Renaissance Place)
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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)

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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)

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Historical Schedules for a Specific Student
FY 2010 Schedule
FY 2009 Schedule
FY 2007 Schedule
FY 2008 Schedule
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FY 2009 IOWA and State CRTs
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FY 2010 Teacher Schedule
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Common Language / Longitudinal Growth Model
Development
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
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Step 5 Step 6 Step 7 Step 8
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)
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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.
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Raising the Bar Setting the Standard

• The Integration of Out of the Box Programs in
  order to
• Impact Student Achievement

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Motivating Students to be College Bound
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Organized by Department Divisions (not grade
levels)
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NEW College Style WebDesignfor better
Communication
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Each School will have its own EntryPage
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SOFTWARE FOR THE CLASSROOM
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Each Grade Level and Teacher has a Page
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Statistics

• In todays 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
  bachelors 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).

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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 associates
  or bachelors degree (US Department of Labor
  Statistics, 2004).

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Florida Virtual Schools
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Course Acceleration Program

• Indentify Target Overage Students
• Screening Interviews
• Parent Town Hall Meeting
• Parent / Student Contracts
• Parent / Student Registration Night
• Computer Accessibility and Monitoring

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Technology Rich Classrooms
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PARENT INVOLVEMENT
COMPUTER FOR 6TH, 7TH, 8TH GRADER STUDENTS
_at_ HOME
TOOLS TO KEEP PARENTS CONCERNED AND INFORMED
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• Questions and Comments
• Contact Information
• Nims Middle School
• 723 W. Orange Ave
• Tallahassee, FL 32305
• Mr. Christopher Small
• Assistant Principal of Curriculum
• smallc_at_leon.k12.fl.us

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Spotlight on E-learning
Buy now!
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!
  www.edweek.org/go/elearn-spotlight
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_at_
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
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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 _at_ edweek.org
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• 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

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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!
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For more information on The Alan Sitomer BookJam
and to take a tour,please visit
www.thebookjam.com or call 1-800-638-1304.