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Interpreting the Data for Webster County Elementary/Middle School
A presentation for Faculty and Staff
Pre-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
31
21
59
0
10
20
30
40
50
60
70
6th Grade 7th Grade 8th Grade
State
Webster
Graph A
Comparison of 2010-11 CRCT State to Webster County Percent of
Students Scoring in Does Not Meet the Standard/Performance Level 1 in
Social Studies
26
4144
0
10
20
30
40
50
6th Grade 7th Grade 8th Grade
State
Webster
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 Expert
Planning 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)
Teaching
and
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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