1. Interpreting the Data for Webster County Elementary/Middle School A presentation for Faculty and Staff Pre-Planning, 2011-2012

2. How are we doing? Georgia vs. Webster

3. Comparison of 2010-2011 CRCT State to Webster County Percent of Students Scoring in Does Not Meet the Standard/Performance Level 1 in Science Graph A

4. 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 Graph B

5. So…we have a problem or two! But wait, there’s more….. Science Social Studies

6. Operations/ Concepts Responsible Use Productivity Tool Communicate Information Information Search Data Utilization Grade 643%41%43%32%34%35% Grade 742%33%30%33%41%28% Grade 892%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?

7. What can we do?

8. If we expect different results in the future, we have to make some changes in what we are doing today. So….

9. 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.

10. How can we achieve these goals? All classrooms now have 21 st Century technology tools for teacher and STUDENT use!

11. Technology is the Key

12. Professional Development will be Provided Mandatory attendance at professional development workshops (to be offered monthly) You will 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.

13. A GREAT place to start is Georgia Standards.org Why? They’ve already done the work for YOU! Georgia Standards.org

14. SMART BOARD USE EXAMPLE

15. SMART Document use example http://www1.teachertube.com/viewVideo.php ?video_id=35994&title=60_Sec_Tech_Episode _22_Smart_Document_Camera_and_Science& ref=Mrobert6

16. Clicker activity

17. Lesson using IPODs

18. Lesson with digital cameras

20. How will we know if the plan is working?

21. NoviceImprovingProficientExpert 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)

22. 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.

23. Assessment and Evaluation 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

24. References Kennesaw State University. (2010). Retrieved from edtech.kennesaw.edu/admin/ED51100/Performance%20Rubric.doc http://www.binbin.net/photos/smartboard/sma/smartboard-660i-interactive-white- board.jpghttp://www.binbin.net/photos/smartboard/sma/smartboard-660i-interactive-white- board.jpg whiteboard image data:image/jpg;base64,/9j/4AAQSkZJRgABAQAAAQABAAD/2wBDAAkGBwg HBgkIBwgKCgkLDRYPDQwMDRsUFRAWIB0iIiAdHx8kKDQsJCYxJx8fLT0t MTU3Ojo6Iys IPOD Image