Wednesday, December 16, 2009
Tuesday, December 15, 2009
Monday, December 14, 2009
RTI meeting and Literacy group meeting
Today I attended an RTI meeting for fifth grade students at Birdville Elementary School. Those in attendance were Niki Blilie (math specialist), Maegan Connor (Literacy Coach), and teachers Ronda Wilson, Katie Moran, and Ken Puhl.
We went over each child who is currently on tier. We looked at their most current benchmark scores and their current report card grades. Decisions were made whether to keep them on their current level, move them to the next level, move them back a level, or exit them from tier.
Mrs. Blilie and Mrs. Connor meet with the teachers individually to discuss interventions. No students were added to the tier system. The teachers will continue with the adaptations and interventions which are already in place.
The meeting was from 1:25 to 2:30. I'm not sure what date will accompany this post because right now it is 12:03AM. This RTI meeting was held on December 14.
I also attended a Literacy Group meeting from 3:30 to 4:30 this afternoon (Monday, Dec. 14). K-3 grade teachers met with Nikki Blilie, Maegan Connor, and me. We discussed how best to use me for tier tutoring time. I am on campus Mondays and Tuesdays. I must teach 7 hours of pull-out during those two days. The rest of mine time on campus is considered title II time. I can use that time to help reduce class size or give model lessons. I have been giving model lessons to first and third grade classrooms. I opened it up to k-3 third grade classrooms to teach enrichment lessons to their students while they take small groups for tier tutoring. In this way, I would be reducing class size and helping them to accomplish some tutoring within the school day. I will continue with my current schedule of serving first and third grades. Second grade will be added to my schedule. I moved kindergarten lessons to Fridays----but I may be able to move them back to Mondays----I need to check with them and see what they would like me to do. I was hoping to do 2 20-minute sessions for each class, but I just don't have enough hours in my day to do that.
Laura Shipley and I met with Sarah Upchurch (asst. principal of 101) from 12:35 to 1:00 today. She asked us to co-chair a volunteer program. We will invite members from the nearby church to participate in a volunteer program that will help free up time on Wednesdays and Thursdays for the teachers to do more tier tutoring----and possibly Tuesday and Mondays if we have enough volunteers. Laura and I will meet tomorrow to start work on the project.
We went over each child who is currently on tier. We looked at their most current benchmark scores and their current report card grades. Decisions were made whether to keep them on their current level, move them to the next level, move them back a level, or exit them from tier.
Mrs. Blilie and Mrs. Connor meet with the teachers individually to discuss interventions. No students were added to the tier system. The teachers will continue with the adaptations and interventions which are already in place.
The meeting was from 1:25 to 2:30. I'm not sure what date will accompany this post because right now it is 12:03AM. This RTI meeting was held on December 14.
I also attended a Literacy Group meeting from 3:30 to 4:30 this afternoon (Monday, Dec. 14). K-3 grade teachers met with Nikki Blilie, Maegan Connor, and me. We discussed how best to use me for tier tutoring time. I am on campus Mondays and Tuesdays. I must teach 7 hours of pull-out during those two days. The rest of mine time on campus is considered title II time. I can use that time to help reduce class size or give model lessons. I have been giving model lessons to first and third grade classrooms. I opened it up to k-3 third grade classrooms to teach enrichment lessons to their students while they take small groups for tier tutoring. In this way, I would be reducing class size and helping them to accomplish some tutoring within the school day. I will continue with my current schedule of serving first and third grades. Second grade will be added to my schedule. I moved kindergarten lessons to Fridays----but I may be able to move them back to Mondays----I need to check with them and see what they would like me to do. I was hoping to do 2 20-minute sessions for each class, but I just don't have enough hours in my day to do that.
Laura Shipley and I met with Sarah Upchurch (asst. principal of 101) from 12:35 to 1:00 today. She asked us to co-chair a volunteer program. We will invite members from the nearby church to participate in a volunteer program that will help free up time on Wednesdays and Thursdays for the teachers to do more tier tutoring----and possibly Tuesday and Mondays if we have enough volunteers. Laura and I will meet tomorrow to start work on the project.
Sunday, November 29, 2009
The Texas S Ta R Chart And
Check out this SlideShare Presentation:
The Texas S Ta R Chart And
View more presentations from Linda DiVall.
Saturday, November 28, 2009
From the STaR Chart: Challenges in Leadership, Administration and Instructional Support
This challenge area on the Star Chart deals with the administrator’s responsibility for leadership in the area of technology. A responsible leader is innovative, has a vision, and is committed to the standards set by the Texas Long-Range Plan. Because of the on-going changes in technology, it isn’t possible for just one person to be trained in all areas of planning and implementing. Collaboration and on-going planning are needed to see improvement in student learning based on data-driven decisions.
Administrators must provide the leadership and the vision to encourage the staff to meet the expectations set forth by the long-range plan. Professional development that not only introduces a new aspect of technology but provides an opportunity for collaboration and implementation is essential to making this work. Teachers must be comfortable with the use of technology before they are willing to try it in front of their students. A staff development that merely “tickles” the inquiring mind is a waste of time. The teachers need to be taught a rational that can be justified in its use in the classroom. After studying the technology, they need ample opportunity to try it out in collaboration with teachers in their grade level to work out the “kinks” and become comfortable in it’s use. My recommendation would be to provide the time and training for collaboration and implementation as an integral part of staff development and/or set aside training time within the school day.
One improvement towards better implementation of technology into lesson plans is the availability of a trained ITS department (information technology staff). They encourage us to use pod-casts, train us in the creation and upkeep of web-pages, and stay current with best practices. They usually respond to a request for assistance within the school day that the request is made.
Administrators must provide the leadership and the vision to encourage the staff to meet the expectations set forth by the long-range plan. Professional development that not only introduces a new aspect of technology but provides an opportunity for collaboration and implementation is essential to making this work. Teachers must be comfortable with the use of technology before they are willing to try it in front of their students. A staff development that merely “tickles” the inquiring mind is a waste of time. The teachers need to be taught a rational that can be justified in its use in the classroom. After studying the technology, they need ample opportunity to try it out in collaboration with teachers in their grade level to work out the “kinks” and become comfortable in it’s use. My recommendation would be to provide the time and training for collaboration and implementation as an integral part of staff development and/or set aside training time within the school day.
One improvement towards better implementation of technology into lesson plans is the availability of a trained ITS department (information technology staff). They encourage us to use pod-casts, train us in the creation and upkeep of web-pages, and stay current with best practices. They usually respond to a request for assistance within the school day that the request is made.
Pre-K Technology Applications TEKS
The Pre-K Technology Application TEKS provide students with the opportunity to gain technology skills to apply to later learning. Children enter school with varied background experiences, literacy skills, and a wide range of technology skills. Curriculum that includes technology at a young age helps to build a strong foundation for the future and helps to “level the playing field” for those who have little exposure or access to computers.
In the Foundations strand for K-2, 126.2a-2c students will learn data input skills that are appropriate to a task. These skills are introduced early on and are necessary in order to master future Technology Applications TEKS. Each year students will use these learned data input skills, such as using a variety of input devices: the mouse, keyboard, disk drive, punctuation etc, in order to master each grade level's technology TEKS.
The pre-kindergarten student should be able to :
*start, use, and exit software programs
*use a variety of input devices, such as mouse, keyboard, voice/sound recorder, or touch screen
*begin to use technical terminology, such as “mouse,” “keyboard,” “printer,” and “CD-ROM”
*follow basic oral or pictorial cues for operating programs successfully
*enjoy listening to and interacting with storybooks and information texts (e.g., multimedia encyclopedia) in electronic forms
*uses a variety of software packages with audio, video, and graphics to enhance learning experiences (e.g., improving vocabulary, increasing phonological awareness).
These actions are the actions that are used in all grade levels as students apply knowledge skills to work with technology. These provide the foundation for increased understanding of new applications in upper grade levels.
In the Foundations strand for K-2, 126.2a-2c students will learn data input skills that are appropriate to a task. These skills are introduced early on and are necessary in order to master future Technology Applications TEKS. Each year students will use these learned data input skills, such as using a variety of input devices: the mouse, keyboard, disk drive, punctuation etc, in order to master each grade level's technology TEKS.
The pre-kindergarten student should be able to :
*start, use, and exit software programs
*use a variety of input devices, such as mouse, keyboard, voice/sound recorder, or touch screen
*begin to use technical terminology, such as “mouse,” “keyboard,” “printer,” and “CD-ROM”
*follow basic oral or pictorial cues for operating programs successfully
*enjoy listening to and interacting with storybooks and information texts (e.g., multimedia encyclopedia) in electronic forms
*uses a variety of software packages with audio, video, and graphics to enhance learning experiences (e.g., improving vocabulary, increasing phonological awareness).
These actions are the actions that are used in all grade levels as students apply knowledge skills to work with technology. These provide the foundation for increased understanding of new applications in upper grade levels.
The Texas Long-Range Plan
The Texas Long-Range Plan for Technology addresses the needs of education now and in the future. This plan is divided into four areas: Teaching and learning; Educator preparation and development; Leadership, administration and instructional support; and infrastructure for technology. The plan has been developed in three phases: 2006-2010, 2011-2015, and 2015-2020. This allows for planning to be on-going with frequent reviews and revisions.
The teaching and learning strand deals with the wide variety of backgrounds that our students have. Emphasis on student learning will help our students to better adapt to a changing world. Distance learning can be a great asset for many of students in smaller school systems and/or of socio-economically deprived regions. Technology can equalize the playing field for all of our students.
The second strand, Educator preparation and development is crucial. Educators need to understand technology in order to be able to teach it to their students. Opportunities need to be provided both in college courses and on the district level to help our educators gain the necessary knowledge to succeed and be comfortable with 21st century skills.
The third strand is Leadership, Administration and Instructional Support. As administrators, we must model as well as require use of technology. Time must be given for staff development that is useful and effective. It isn't enough to provide for staff development, time for collaboration and implementation is also essential.
The infrastructure, the last area deals with making sure that necessary equipment is provided to meet the standards. Wide-band internet access, proper technical support, and accessibility to all users comes through this infrastructure.
As an administrator, I must I must be familiar with the expectations of the state and district. I need to actively seek staff development opportunities for myself and my staff to help them meet the standard set forth. I need to be aware of the equipment and supplies needed to implement the standards. I also need to be aware of best practices and changes that come about because of the advancement of technology in our changing world.
The teaching and learning strand deals with the wide variety of backgrounds that our students have. Emphasis on student learning will help our students to better adapt to a changing world. Distance learning can be a great asset for many of students in smaller school systems and/or of socio-economically deprived regions. Technology can equalize the playing field for all of our students.
The second strand, Educator preparation and development is crucial. Educators need to understand technology in order to be able to teach it to their students. Opportunities need to be provided both in college courses and on the district level to help our educators gain the necessary knowledge to succeed and be comfortable with 21st century skills.
The third strand is Leadership, Administration and Instructional Support. As administrators, we must model as well as require use of technology. Time must be given for staff development that is useful and effective. It isn't enough to provide for staff development, time for collaboration and implementation is also essential.
The infrastructure, the last area deals with making sure that necessary equipment is provided to meet the standards. Wide-band internet access, proper technical support, and accessibility to all users comes through this infrastructure.
As an administrator, I must I must be familiar with the expectations of the state and district. I need to actively seek staff development opportunities for myself and my staff to help them meet the standard set forth. I need to be aware of the equipment and supplies needed to implement the standards. I also need to be aware of best practices and changes that come about because of the advancement of technology in our changing world.
Technology applications Inventory/ SETDA Teacher Survey
After taking the Technology Applications Inventory, I have a clearer picture of my abilities in this technology age. This inventory is a self-assessment of my knowledge and skills in implementing the Technology Applications TEKS. Areas assessed were foundations, information acquisition, solving problems, and communication.
In the domain of foundations I scored strong in my knowledge of the basics. I was able to answer yes to 72% of the questions. I answered no to creating and saving files used across platforms; delineating between the various digital file formats (.wav, .mid, .au, .doc, etc); knowing the difference between analog and digital technology; capturing digital files; and digital keyboarding standards.
In the Information acquisition domain I scored only 60% with yes answers. I answered no to knowing the difference between and appropriate use of vector graphic files and bit-mapped graphic files; I do not know how to evaluate electronic information for accuracy and validity; I'm not sure how to resolve information conflicts; and I don't know how to identify source, location, media type, relevancy, and content validity.
In the Domain of solving problem with technology tools spreadsheets, multi-media tools, interactive environments, use of technical guides, research and comparison of data, and tracking trends to produce a product were elements that I lacked an understanding in. My yes score was 66%.
In the domain of communication I scored 75% with database usage, project management tools, using technology specifications, and electronic evaluation tools are my areas of need.
I thought that I was pretty adept at using technology, but I found, through this assessment, that I still have much to learn. I am able to keep up, but I lack the knowledge to share essential skills with my students.
I chose to participate in the SETDA Teacher survey. My emphasis was elementary level fifth grade curriculum. There was not a section designated for gifted/talented instruction so I chose a grade level to assess. I found that no data is being collected to determine if technology is impacting student achievement, technology literacy, or engagement. Although technology is being used daily throughout the core subjects, data concerning this use is not collected.
The students at my school from Pre-K through fifth grade use technology at least once a day. The upper grades use technology consistently throughout their core subjects on a daily basis. My teachers collaborate well, and follow state as well as district standards as they prepare lesson plans and learning experiences.
My students are able to use word processing, data analysis, email and web browsers, presentation software, graphic peripherals, electronic information sources and technologies specific to core areas. They are specifically taught to use these technologies in all but data analysis and graphic peripherals. My students have also been taught and assesed concerning ethical, lega and societal issues and the fundamentals of technology systems.
Our district uses best practices research to set up curriculum expectations. Teachers are exposed to innovations and best practices on an ongoing basis. I feel confident in my basic computer skills except in the area of electronic information sources, spreadsheets, and database construction although I can utilize both databases and spreadsheets with no problem.
Students at my school have not used elecvtronic portfolios nor have they submitted to journals, newspapers, etc.
Technology equipment is poor or barely adequate. We have computer labs that the students access for 30 minutes daily, but the classrooms lack the proper amount of computers to make learning experiences equitable. We have 1 or two computers per classrooms of 30-35 students. We do not participate in distance learning and I do not receive the instructional support to help me integrate technology.
I have adequate access to technology outside of the school, but my students do not. Ours is a low socio-economic school and ability for them to have access to technology is very poor or barely adequate. The opportunities for extensions beyond the school day are slim. Schools in our district are not equal in their access to technology, some have far less and others have far more access as well as variety of uses.
Our district has a written technology plan, but most staff members are not familiar with it. The district follows the state plan and standards for literacy and 21st century skills. We use best practices, but staff development is splotchy. More time for practice and implementation is needed. There are not incentives in place to encourage implementation, however, our principal is very supportive and tries to provide us with the equipment that we need except for adequate computers in the classrooms. We are expected to create and maintain a webpage, keep in touch with parents through e-mails, and pass a 24 hour technology competency checklist.
I discovered that there is far more to being technology literate than I thought. I also found that we are doing a fairly good job of preparing our students in the basics of technology usage. They have the skills that can be scaffolded into more in-depth experiences in the middle school environment.
In the domain of foundations I scored strong in my knowledge of the basics. I was able to answer yes to 72% of the questions. I answered no to creating and saving files used across platforms; delineating between the various digital file formats (.wav, .mid, .au, .doc, etc); knowing the difference between analog and digital technology; capturing digital files; and digital keyboarding standards.
In the Information acquisition domain I scored only 60% with yes answers. I answered no to knowing the difference between and appropriate use of vector graphic files and bit-mapped graphic files; I do not know how to evaluate electronic information for accuracy and validity; I'm not sure how to resolve information conflicts; and I don't know how to identify source, location, media type, relevancy, and content validity.
In the Domain of solving problem with technology tools spreadsheets, multi-media tools, interactive environments, use of technical guides, research and comparison of data, and tracking trends to produce a product were elements that I lacked an understanding in. My yes score was 66%.
In the domain of communication I scored 75% with database usage, project management tools, using technology specifications, and electronic evaluation tools are my areas of need.
I thought that I was pretty adept at using technology, but I found, through this assessment, that I still have much to learn. I am able to keep up, but I lack the knowledge to share essential skills with my students.
I chose to participate in the SETDA Teacher survey. My emphasis was elementary level fifth grade curriculum. There was not a section designated for gifted/talented instruction so I chose a grade level to assess. I found that no data is being collected to determine if technology is impacting student achievement, technology literacy, or engagement. Although technology is being used daily throughout the core subjects, data concerning this use is not collected.
The students at my school from Pre-K through fifth grade use technology at least once a day. The upper grades use technology consistently throughout their core subjects on a daily basis. My teachers collaborate well, and follow state as well as district standards as they prepare lesson plans and learning experiences.
My students are able to use word processing, data analysis, email and web browsers, presentation software, graphic peripherals, electronic information sources and technologies specific to core areas. They are specifically taught to use these technologies in all but data analysis and graphic peripherals. My students have also been taught and assesed concerning ethical, lega and societal issues and the fundamentals of technology systems.
Our district uses best practices research to set up curriculum expectations. Teachers are exposed to innovations and best practices on an ongoing basis. I feel confident in my basic computer skills except in the area of electronic information sources, spreadsheets, and database construction although I can utilize both databases and spreadsheets with no problem.
Students at my school have not used elecvtronic portfolios nor have they submitted to journals, newspapers, etc.
Technology equipment is poor or barely adequate. We have computer labs that the students access for 30 minutes daily, but the classrooms lack the proper amount of computers to make learning experiences equitable. We have 1 or two computers per classrooms of 30-35 students. We do not participate in distance learning and I do not receive the instructional support to help me integrate technology.
I have adequate access to technology outside of the school, but my students do not. Ours is a low socio-economic school and ability for them to have access to technology is very poor or barely adequate. The opportunities for extensions beyond the school day are slim. Schools in our district are not equal in their access to technology, some have far less and others have far more access as well as variety of uses.
Our district has a written technology plan, but most staff members are not familiar with it. The district follows the state plan and standards for literacy and 21st century skills. We use best practices, but staff development is splotchy. More time for practice and implementation is needed. There are not incentives in place to encourage implementation, however, our principal is very supportive and tries to provide us with the equipment that we need except for adequate computers in the classrooms. We are expected to create and maintain a webpage, keep in touch with parents through e-mails, and pass a 24 hour technology competency checklist.
I discovered that there is far more to being technology literate than I thought. I also found that we are doing a fairly good job of preparing our students in the basics of technology usage. They have the skills that can be scaffolded into more in-depth experiences in the middle school environment.
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