Data Blog

1. What data is currently being collected at your school?

The data being collected at Northfield Elementary includes benchmarking all students three times per year for universal screening (early identification), general education progress monitoring, and AYP accountability. Teachers collect data on student’s independent reading level using Directed Reading Assessment and through the formulation of grades. The building collects data on OAA scores, Terra Nova, and In View scores, quarterly assessments, attendance, office referrals and discipline.

Make a list of the sources of where the data is being stored such as databases, spreadsheets, text files and paper;

·         School “Intranet”

·         Aimsweb database

·         Electronic and paper spreadsheets

·         “Data Analysis Team” forms

·         Testing Works database

·         Student files

·         Progress Book

·         IEP’s

2. Identify the person or persons or the department that manages particular data

Data is managed by the teacher in the classroom, grade levels in the building, principals and office staff in the school, and by the curriculum director and technology department for the district.

3. Are the data sources compatible? Do existing obstacles complicate or prevent correlation analysis of available data?

Not all data sources are compatible in our district. Progress Book is not compatible with Testing works yet Aimsweb is compatible with Testing Works. Inputting data can become repetitive at times because of the lack of total compatibility.

 

 

4. How frequently is important data collected? Is it useless because of infrequency or overly burdensome because it is collected too frequently?

Data is collected almost daily in the classroom. We report the data collected using our district databases. It is not useless because we summarize and evaluate this data during our Data Analysis Team meetings and this data is reported to our District Leadership Team. We are required to submit data for both “Race to the Topic” and for the “Ohio Improvement Process”.  To help with the gathering of data we use student response systems, Google forums, and progress book spreadsheets/charts. There are many tools at our disposal that make evaluating data stress free!

5. What data do YOU actually have access to? Is it the data you need to effectively advance the learning of your students or otherwise do your work? What additional data would help you make more informed decisions?

We have access to all data that will help us with planning instruction, setting up intervention groups, and communicating student progress. There is no additional data that we would need to obtain to be any more effective at our job.

6. What MIS does your school use? How well is this system being used? Is the system robust enough for the needs of your school?

Progress Book – District gradebook package

DASL – Student Records Management System

TestingWerks – Test Score Analysis and data warehouse

They all serve their own purpose and all three are being used extensively at the district.   TestingWerks is the standout in my opinion though because it allows us to analyze the test scores, demographic data, and other information which allows us to make strategic decisions about the curriculum and programs the district uses.

 

Technology Vision Project

Lauren's Technology Vision Prezi:
http://prezi.com/c0naq7ojx-7g/technology-vision/

Lauren's Technology Vision Handout:
http://prezi.com/6-whpgxxvfvy/copy-of-technology-vision/

Role Playing Slide Show

http://prezi.com/c3-39e9uiznx/role-playing-activity/

Blog 3

        At Northfield Elementary we are achieving with Educational Technology Professional Development in the areas of technology use and collaboration. I feel technology is being used effectively in all classrooms by teachers consistently and proactively using classroom Smart boards, Smart Slates, computers, and Student Response Systems.  I am basing this belief on the content of lessons being shared amongst staff and the data that is being collected on student learning. In addition to sharing technology-based lessons, teachers mentor each other with professional development they have obtained or though knowledge they discover on their own.  For example, Teacher A will attend a professional development course regarding Turning Point Software.  The teacher will attend the course, and then disseminate the knowledge amongst teachers that are interested in learning about the software but did not have time to attend themselves.  Although I consider Northfield to be achieving in technology professional development, I believe we can be exceeding by adjusting the following areas.  Currently, professional development is being made available; however, teachers are not required to participate.  I understand teachers will be more motivated to implement technology if they make the individual decision to participate in the development, however, a system could be established in order that each teacher can learn and present the development instead of the same teachers going to development courses.  I believe a system of professional development is only going to exceed when all teachers are actively participating in meeting their growth needs.

                “…the focus [of professional development] has been primarily on helping teachers learn how to use specific software packages rather than enabling them to reconsider their way of thinking about technology.  Programs that focus exclusively on using specific software lead the accumulation of “inert facts,” as opposed to knowledge integration or application of technology into classroom practice.”  This quote taken from the “Research-Based Professional Development” article written by Chrystalla Mouza accurately describes how I view professional development today.  Criteria should be defined and established to ensure this shift of professional development occurs.  I believe the criteria should be: “…exploring, trying, failing, changing, and adapting.”  If development can focus on these criteria it should enhance teachers’ ability to identify context to implement technology.  The basis of these criteria is that teachers will not only be shown technology, they will be able to find relevance in their own classroom.  Professional development should allow ample time for teachers to development a comfort level with the new technology.

                Administrators should have an active role in professional development for their teachers.  This could be in the form of an individual growth plan that administrators can monitor and provide resources and support as needed.  For example, Teacher A has a component of their growth plan to identify programs or software that are effective in establishing communication outside of the classroom.  During the year, the teacher can explore professional development courses aimed at these goals such as Smartboard, internet wikis, blogs, Facebook, etc.  Also during the year, the administrator can monitor the plan by seeing which technologies have been implemented and discussing with the teacher which technologies have been deemed effective.  To promote this new technology, it should be encouraged by the administrator to share the newfound knowledge with colleagues in order to promote the further effectiveness of the development.