1. 2007/2008 Prepared for Los Angeles County Office of Education BTSA Induction Technology Integration Training #3 Los Angeles County Office of Education Los Angeles County Office of Education

2. Standard 16.f Each participating teacher uses computer applications to manipulate and analyze data as a tool for assessing student learning and for providing feed back to students and their parents.

3. Computer Grade Books (Spreadsheets) Some districts require specific grade books Some district grade books are on line Some districts require specific grade books Some district grade books are on line

4. Computer Grade Books (Spreadsheets) Examples of grade books Grade Keeper: http://www.gradekeeper.com/http://www.gradekeeper.com/ $20 Web site shows samples of uses Grade Machine (Misty City): http://www.mistycity.com/http://www.mistycity.com/ $30 Download demo version from web site Making the Grade: http://www.gradebusters.comhttp://www.gradebusters.com $80 - $120 Download demo version from web site Free downloadable upgrades Includes just about everything you’d need Examples of grade books Grade Keeper: http://www.gradekeeper.com/http://www.gradekeeper.com/ $20 Web site shows samples of uses Grade Machine (Misty City): http://www.mistycity.com/http://www.mistycity.com/ $30 Download demo version from web site Making the Grade: http://www.gradebusters.comhttp://www.gradebusters.com $80 - $120 Download demo version from web site Free downloadable upgrades Includes just about everything you’d need

5. Sample Reports from Making the Grade…

6. Progress Report

7. Report with assignments

8. Gradebook Page

9. Blank Gradebook Page

10. Posting Grades

11. Grading Scale(s)

12. Seating Charts

13. Birthday Cards

14. Remember the Standard! “…analyze data as a tool for assessing student learning…” Where do we get the data? “…analyze data as a tool for assessing student learning…” Where do we get the data?

15. Sources of useful data State tests (http://star.cde.ca.gov/)http://star.cde.ca.gov/ Web site gets down to school site level Individual student reports available at school sites and in cumulative records Class reports point out achievement on specific standards District benchmark tests Edusoft Both state and district assessments State tests (http://star.cde.ca.gov/)http://star.cde.ca.gov/ Web site gets down to school site level Individual student reports available at school sites and in cumulative records Class reports point out achievement on specific standards District benchmark tests Edusoft Both state and district assessments

16. Sources of useful data Curriculum-provided assessments Accelerated Reader Assessments Teacher-designed assessments Actual grades (numerically based) Checklists of achieved skills or standards Curriculum-provided assessments Accelerated Reader Assessments Teacher-designed assessments Actual grades (numerically based) Checklists of achieved skills or standards

17. Databases Use data for: Reports to Parents Students Administrators Grouping students Reading groups Math groups Heterogeneous vs. homogeneous Use data for: Reports to Parents Students Administrators Grouping students Reading groups Math groups Heterogeneous vs. homogeneous

18. Databases Use data for: Monitoring student growth between assessments Evaluate student growth (Line graphs!) Evaluate instruction techniques Filtering students for special programs Reading specialist pull out Small group help with an aide Title 1 Intervention programs Use data for: Monitoring student growth between assessments Evaluate student growth (Line graphs!) Evaluate instruction techniques Filtering students for special programs Reading specialist pull out Small group help with an aide Title 1 Intervention programs

19. Databases Use data for: Evaluating effectiveness of programs Has a program made an increase in student achievement? Are other programs more suited to your student’s needs? Comparing assessments Validity Reliability Use data for: Evaluating effectiveness of programs Has a program made an increase in student achievement? Are other programs more suited to your student’s needs? Comparing assessments Validity Reliability

20. Sample Database Get the database from: http://lacoebtsa.googlepages.com/dataresources Get the database from: http://lacoebtsa.googlepages.com/dataresources

21. Sample Database Discuss with a partner: How can this kind of data be valuable to you? What other categories could you add to help you? Discuss with a partner: How can this kind of data be valuable to you? What other categories could you add to help you?

22. Mail Merging into Reports

23. 2007/2008 Prepared for Los Angeles County Office of Education BTSA Induction Workshop: Mail Merging Data Download letter document and use database previously opened.

24. Break

25. Standard 16.g Each participating teacher demonstrates competence in evaluating the authenticity, reliability and bias of the data gathered, determines outcomes, and evaluates the success or effectiveness of the process used. He/she frequently monitors and reflects upon the results of using technology in instruction and adapts lessons accordingly.

26. Look at Data Carefully…

27. Evaluating Authenticity, Reliability and Bias of Data Were there enough questions on the assessment to get a valid score on a particular standard? Were the questions well written? Is someone trying to prove a point by the data? Can the data be compared to previous data sets? Is it best to compare this year’s 5 th graders with last year’s 5 th graders or last year’s 4 th graders (same students)? Were there enough questions on the assessment to get a valid score on a particular standard? Were the questions well written? Is someone trying to prove a point by the data? Can the data be compared to previous data sets? Is it best to compare this year’s 5 th graders with last year’s 5 th graders or last year’s 4 th graders (same students)?

28. Evaluating Success or Effectiveness of Lessons Did the students learn the intended objective? Rubric Creator: http://rubistar.4teachers.org/ http://rubistar.4teachers.org/ Did the students do better this time than other times you taught the same lesson? Use a KWL chart Do students remember the content or just the technology???? Did the students learn the intended objective? Rubric Creator: http://rubistar.4teachers.org/ http://rubistar.4teachers.org/ Did the students do better this time than other times you taught the same lesson? Use a KWL chart Do students remember the content or just the technology????

29. Analysis of Student Work Form

30. Ask Questions of Finished Lessons Did the technology fit the lesson? Did the technology make learning happen better? Is there other technology that would make the learning happen better? For language students, there is a point where teachers need to turn off the video and turn on the audio technologies. (Example: Listening centers) Did the technology fit the lesson? Did the technology make learning happen better? Is there other technology that would make the learning happen better? For language students, there is a point where teachers need to turn off the video and turn on the audio technologies. (Example: Listening centers)

31. Ask Questions of Finished Lessons Are there other technologies not available at the school yet that would make the learning happen better? Would it be worthwhile to inquire into obtaining the other technologies? How have other teachers taught the same lessons with technology? How have experienced teachers taught the content with less technology? Are there other technologies not available at the school yet that would make the learning happen better? Would it be worthwhile to inquire into obtaining the other technologies? How have other teachers taught the same lessons with technology? How have experienced teachers taught the content with less technology?

32. Reflection on use of Instructional Technology Use the hand-out to list instructional technology that you have and don’t have but would like. Write about a lesson in which you used technology and the technology helped. Write about a lesson in which you used technology and the technology hindered the learning. Sharing time Use the hand-out to list instructional technology that you have and don’t have but would like. Write about a lesson in which you used technology and the technology helped. Write about a lesson in which you used technology and the technology hindered the learning. Sharing time