Two main types of standardized tests were given to students at my last school. The first type was an entrance exam administered to all applicants. The second type was a test given every other year to collect comparative data on students. The data gathered from this test also allowed administrators to find gaps within the curriculum.
All applicants to the school are required to take the ISEE test. This standardized test provided admissions officers with data about each applicant. From these tests, as well as other important information such as report cards and references, admissions officers then handpicked which students would fit into the student body. This test is used in a similar way as the SAT. Data collected allows admissions officers to compare data. In this way, the admissions department hopes to enroll students who will succeed at the school.
Students enrolled at this school also take the ERB test. This standardized test is administered every other year at the school. Data collected provides the Head of School and division heads comparative data amongst students. This data also goes into student files. However, results are not given to parents or teachers. Instead, division heads conduct division level meetings with teachers to discuss the results generally. Division heads also talk with teachers about areas of the curriculum needing improvement. If there are big discrepancies within certain departments, then horizontal alignment meetings are held where teachers and division heads discuss how to improve the curriculum.
In the future, I hope this school develops other ways to collect data on its students in order to improve student learning. Tools such as digital porfolios of student work would give teachers and administrators a better of idea of how students in their school perform.
Monday, July 26, 2010
Sunday, July 25, 2010
District Improvements
Since I am not in the classroom this semester, I turned toward Highland Park ISD's plans for improvements using the school website. Since my family lives in the Park Cities, I thought it would be interesting to see what plans this district has for the future.
Goal 1: Ensure quality teaching and learning experiences for students, staff, and the community through the use of innovative technology resources.
Objective 1: Design authentic learning opportunities using technology.
Objective 2: Promote the process by which individuals and groups increase instructional effectiveness through the use of innovative technology.
Objective 3: Provide effective support for all stakeholders utilizing technology to enhance teaching and learning.
Objective 4: Design authentic, ongoing assessment that drives instruction and provides effective and timely feedback.
Objective 5: Enrich educational opportunities for teachers, students, and community members by providing enhanced resources, communication, and adult literacy.
Goal 2: Ensure sustained educator preparation and development in the use of technology that is standards-based, meaningful, and engaging.
Objective 1: Enhance professional development opportunities that promote teacher collaboration, leadership opportunities, and training support in best practices.
Objective 2: Create a collaborative environment that nurtures small, personalized, and sustainable learning communities for students and staff.
Objective 3: Increase the effective use of technology as a tool to design, deliver, and evaluate meaningful and engaging learning experiences for students.
Goal 3: Build a strong foundation of leadership, administration, and services that support exceptional teaching and learning through the integration of technology.
Objective 1: Empower leadership among staff, students, and community to develop a clear vision of integration of technology in all teaching and learning.
Objective 2: Provide hardware/software necessary to support the learning environment for students.
Goal 4: Ensure a progressive, stable, and robust infrastructure for technology that supports the educational vision of HPISD.
Objective 1: Provide a physical support structure that optimizes the use of technology.
Objective 2: Establish effective policies and procedures for accessibility to district technology.
I am unsure of how the district will collect data to inform the process or measure the effectivness of the plan. I do know, though, that the district conducted a needs assessment before creating these technology goals. One measure used was the Texas School Technology and Readiness Assessment (STaR chart) that was conducted in January 2006. Existing conditions, accessibility, and telecommunications services were also reviewed. An inventory was also completed.
As a future parent of a University Park Elementary student, I would like to see assessment greatly varied. I can already tell that my child will need opportunities to not only write about what he has learned, but also demonstrate what he has learned. Personally, I would like to see more portfolio assessments. Allowing students the opportunity to showcase their work is motivating and engaging. I would also like teachers to be able to access my son's performance throughout his years in school. However, this information should be available to help develop instruction rather than label my son as a high or low performer. There are so many more and varied ways for teachers to assess students. I look forward to seeing what happens!
Goal 1: Ensure quality teaching and learning experiences for students, staff, and the community through the use of innovative technology resources.
Objective 1: Design authentic learning opportunities using technology.
Objective 2: Promote the process by which individuals and groups increase instructional effectiveness through the use of innovative technology.
Objective 3: Provide effective support for all stakeholders utilizing technology to enhance teaching and learning.
Objective 4: Design authentic, ongoing assessment that drives instruction and provides effective and timely feedback.
Objective 5: Enrich educational opportunities for teachers, students, and community members by providing enhanced resources, communication, and adult literacy.
Goal 2: Ensure sustained educator preparation and development in the use of technology that is standards-based, meaningful, and engaging.
Objective 1: Enhance professional development opportunities that promote teacher collaboration, leadership opportunities, and training support in best practices.
Objective 2: Create a collaborative environment that nurtures small, personalized, and sustainable learning communities for students and staff.
Objective 3: Increase the effective use of technology as a tool to design, deliver, and evaluate meaningful and engaging learning experiences for students.
Goal 3: Build a strong foundation of leadership, administration, and services that support exceptional teaching and learning through the integration of technology.
Objective 1: Empower leadership among staff, students, and community to develop a clear vision of integration of technology in all teaching and learning.
Objective 2: Provide hardware/software necessary to support the learning environment for students.
Goal 4: Ensure a progressive, stable, and robust infrastructure for technology that supports the educational vision of HPISD.
Objective 1: Provide a physical support structure that optimizes the use of technology.
Objective 2: Establish effective policies and procedures for accessibility to district technology.
I am unsure of how the district will collect data to inform the process or measure the effectivness of the plan. I do know, though, that the district conducted a needs assessment before creating these technology goals. One measure used was the Texas School Technology and Readiness Assessment (STaR chart) that was conducted in January 2006. Existing conditions, accessibility, and telecommunications services were also reviewed. An inventory was also completed.
As a future parent of a University Park Elementary student, I would like to see assessment greatly varied. I can already tell that my child will need opportunities to not only write about what he has learned, but also demonstrate what he has learned. Personally, I would like to see more portfolio assessments. Allowing students the opportunity to showcase their work is motivating and engaging. I would also like teachers to be able to access my son's performance throughout his years in school. However, this information should be available to help develop instruction rather than label my son as a high or low performer. There are so many more and varied ways for teachers to assess students. I look forward to seeing what happens!
Tuesday, June 15, 2010
Current Assessment Practices
My experiences mostly relate to a small, private Episcopal school. As a disclaimer, since I left teaching two years ago, there are new heads in place who initiated a big push to integrate technology into the classrooms. However, while I was at this school, there was very little technology used in the classrooms.
Type of Standardized Testing
Each year, the school administered the ERB to certain grades. This test was given every spring. There was one day of writing to a prompt, but the other days were true/false, multiple choice type questions. The results of this test provided comparative data on each student. Parents could ask to see the results, however, the actual test results did not have any influence on the curriculum or on the students.
Benchmark Practices
No benchmark practices were in place during my employment. Since there was not an established curriculum other than to denote the various topics covered each year, teachers developed their own tests and assessments throughout the year. Teachers varied widely in their beliefs regarding assessment. Math was the exception, though. I believe the program used was Everyday Math. There were coordinated benchmark assessments every six weeks as well as more comprehensive assessments at the end of the units.
Use of Portfolios
Portfolio use centered around reading and language arts. Writing portfolios were kept by the teachers and were easily accessible to the students. All brainstorming, drafts, rubrics, comments, and final copies were kept in these writing portfolios. Reading portfolios contained reading response journals, reading logs, comprehension assignments, and book projects. Portfolios were returned to students at the end of each year to take home. I believe creating a system that allowed the portfolios to be passed along to teachers of each grade would aid teachers in aligning their curriculums and helping the upcoming year teachers plan ahead for their incoming students. Digital or eportfolios would streamline this process.
Use of Project-Based Learning
Teachers developed their own projects for their respective subjects. This type of learning was especially prevalent in science and math courses.
Types of Technology Tools Utilized for Assessment
All assessments were administered by paper and pencil. If a student had a documented need for oral assessment, teachers scheduled these students during P.E. classes or a before or after school time.
Technology Standards Assessed
Computer time in the lab was scheduled for each class twice every six days. A technology teacher taught and assessed these students separately from the core teachers. Within the core subject classrooms, teachers did not assess technology standards, and standards did not appear on the report cards. The technology teacher commented on each student once a year through a paragraph on a report card to inform parents of how their child was progressing in this area. In such a technology centered world, I believe this system does not help students prepare for the "real world." As teachers, we should be preparing our students and giving them the tools they will need to succeed.
Type of Standardized Testing
Each year, the school administered the ERB to certain grades. This test was given every spring. There was one day of writing to a prompt, but the other days were true/false, multiple choice type questions. The results of this test provided comparative data on each student. Parents could ask to see the results, however, the actual test results did not have any influence on the curriculum or on the students.
Benchmark Practices
No benchmark practices were in place during my employment. Since there was not an established curriculum other than to denote the various topics covered each year, teachers developed their own tests and assessments throughout the year. Teachers varied widely in their beliefs regarding assessment. Math was the exception, though. I believe the program used was Everyday Math. There were coordinated benchmark assessments every six weeks as well as more comprehensive assessments at the end of the units.
Use of Portfolios
Portfolio use centered around reading and language arts. Writing portfolios were kept by the teachers and were easily accessible to the students. All brainstorming, drafts, rubrics, comments, and final copies were kept in these writing portfolios. Reading portfolios contained reading response journals, reading logs, comprehension assignments, and book projects. Portfolios were returned to students at the end of each year to take home. I believe creating a system that allowed the portfolios to be passed along to teachers of each grade would aid teachers in aligning their curriculums and helping the upcoming year teachers plan ahead for their incoming students. Digital or eportfolios would streamline this process.
Use of Project-Based Learning
Teachers developed their own projects for their respective subjects. This type of learning was especially prevalent in science and math courses.
Types of Technology Tools Utilized for Assessment
All assessments were administered by paper and pencil. If a student had a documented need for oral assessment, teachers scheduled these students during P.E. classes or a before or after school time.
Technology Standards Assessed
Computer time in the lab was scheduled for each class twice every six days. A technology teacher taught and assessed these students separately from the core teachers. Within the core subject classrooms, teachers did not assess technology standards, and standards did not appear on the report cards. The technology teacher commented on each student once a year through a paragraph on a report card to inform parents of how their child was progressing in this area. In such a technology centered world, I believe this system does not help students prepare for the "real world." As teachers, we should be preparing our students and giving them the tools they will need to succeed.
Thursday, April 29, 2010
District Data Strategies
Since I do not belong to a school community right now, I blogged about digital management strategies schools should be using. Here are some of my suggestions:
1. School server vs Hard Drive: Having access to and knowledge of a school server allows teachers and students to save, store, and organize digital files. By saving to the server rather than a computer's hard drive, students and teachers may access files in the school no matter what computer they used. This is very important in schools where 1:1 computing is not available. This also prevents computers from slowing down due to high volumes of content on the hard drive.
2. Backups: Files may be backed up through an external hard drive, a Digital Audio Tape (DAT), or another server. While weekly backups should be sufficient, I would like to see daily backups. With so many students and teachers creating, developing, and publishing information throughout the day, daily backups would create a better safety net for the school community.
3. Archiving Files: By archiving files, teachers and students may easily view, transport, and copy digital work they may need in the future whether for portfolios, applications, or resumes. It is best to archive files to a CD or DVD. Products should be in their final forms.
4. Access to Server from Home: By allowing access to the server from home, students and teachers may easily access projects at home. Instead of transferring files back and forth through computers, everyone may have access to their work through the server. There are some issues related to this, though. This opens up the server to viruses. There is also the issue of compatibility. Students would need the same software at home as at school.
5. Electronic Records: A system should be implemented for grade-keeping and communications with parents. GradeKeeper, Grade Machine, Autograde, and Classbuilder are all programs that can handle this time of management of electronic records. By putting into place a sytem for all teachers to use, it will be easier to help teachers who run into problems. It will also make it easier to administrators to check on students whose parents might be visiting.
1. School server vs Hard Drive: Having access to and knowledge of a school server allows teachers and students to save, store, and organize digital files. By saving to the server rather than a computer's hard drive, students and teachers may access files in the school no matter what computer they used. This is very important in schools where 1:1 computing is not available. This also prevents computers from slowing down due to high volumes of content on the hard drive.
2. Backups: Files may be backed up through an external hard drive, a Digital Audio Tape (DAT), or another server. While weekly backups should be sufficient, I would like to see daily backups. With so many students and teachers creating, developing, and publishing information throughout the day, daily backups would create a better safety net for the school community.
3. Archiving Files: By archiving files, teachers and students may easily view, transport, and copy digital work they may need in the future whether for portfolios, applications, or resumes. It is best to archive files to a CD or DVD. Products should be in their final forms.
4. Access to Server from Home: By allowing access to the server from home, students and teachers may easily access projects at home. Instead of transferring files back and forth through computers, everyone may have access to their work through the server. There are some issues related to this, though. This opens up the server to viruses. There is also the issue of compatibility. Students would need the same software at home as at school.
5. Electronic Records: A system should be implemented for grade-keeping and communications with parents. GradeKeeper, Grade Machine, Autograde, and Classbuilder are all programs that can handle this time of management of electronic records. By putting into place a sytem for all teachers to use, it will be easier to help teachers who run into problems. It will also make it easier to administrators to check on students whose parents might be visiting.
Tuesday, April 27, 2010
Website Reflections
Creating a website was not as intimidating as I imagined. While I maintained a homework site at my previous school, it was very basic and boring. After exploring other educational websites and their designs, I made a list of attributes I wanted in my own website. I knew I wanted two columns with the navigational bar along the left side. I also knew I wanted an easy, fun way for kids to interact online. I accomplished the interactivity through an online poll. Ideally, a new poll would be placed daily or weekly. Other important items I wanted to include were a calendar, links, something about learning units, tips for parents to help kids with their reading, and homework. While I believe a classroom website should be geared towards the students, I also find myself wanting to pull in the parents more and more. As a new parent, my ideas about the classroom are shifting and evolving. Thinking about what I would want to know about my own son's classroom, I'm beginning to see the classroom from a different perspective. Giving parents ways to be more involved and letting them feel a part of the classroom is more and more important to me.
I also wanted to include a blog. However, I found it difficult to incorporate a blog into the website using Microsoft Publisher. While finding a way to embed code for the poll was easy, it seemed as though a blog would be much more difficult. I searched for easy solutions online, but did not find any that suited my needs. This is definitely something I would like to further explore and integrate for a future website. In my mind, the students would be given the opportunity to update the blog with goings-on in the classroom. A way to recap the day. Eventually the blog would morph into a more interactive site, but to start, I would want the kids to take ownership and let them inform the parents about what they're doing.
Another issue for me was how to publish my site. Since I do not belong to a school right now, and I created the site based on my days at Parish, I was reticent to put the site out into the public when I was not an actual Parish employee. My ever-cautious lawyer husband discouraged me from hosting a site for the world to see. In the end, I used a Pack and Go option to submit my site to Dr. Smolka. This feature allowed me to send my site to another computer so that the program could open up on another computer. Once opened, then one could view the site as a webpage. While this was not an ideal way to share my site, it was a solution to the problem.
Overall, I learned a lot about web design and creation. While I am no expert, I feel much more confident now. Should a friend ask for help, I feel as though I could.
I also wanted to include a blog. However, I found it difficult to incorporate a blog into the website using Microsoft Publisher. While finding a way to embed code for the poll was easy, it seemed as though a blog would be much more difficult. I searched for easy solutions online, but did not find any that suited my needs. This is definitely something I would like to further explore and integrate for a future website. In my mind, the students would be given the opportunity to update the blog with goings-on in the classroom. A way to recap the day. Eventually the blog would morph into a more interactive site, but to start, I would want the kids to take ownership and let them inform the parents about what they're doing.
Another issue for me was how to publish my site. Since I do not belong to a school right now, and I created the site based on my days at Parish, I was reticent to put the site out into the public when I was not an actual Parish employee. My ever-cautious lawyer husband discouraged me from hosting a site for the world to see. In the end, I used a Pack and Go option to submit my site to Dr. Smolka. This feature allowed me to send my site to another computer so that the program could open up on another computer. Once opened, then one could view the site as a webpage. While this was not an ideal way to share my site, it was a solution to the problem.
Overall, I learned a lot about web design and creation. While I am no expert, I feel much more confident now. Should a friend ask for help, I feel as though I could.
Content Video Reflections: What an Amateur!
This was an experience. My content video focused on physical activities children can do. To film this video, I lugged sports gear over to my sister's house and filmed her, her husband, and their dog, Higgy, demonstrating various activities from frisbee to basketball to jumping jacks. I incoporated information about burning calories and the issue of obesity in children. While I feel there was a lot of good information in the video, I also believe the video was quite comical.
There are a number of areas in which I can improve. At times, my sister's entired head did not make it entirely into the shot because I was more focused on the object on the ground or in her hands. This is definitely something I need to pay more attention to in the future. I also learned that 4-month-old puppies are not predictable. When my sister threw the frisbee, we thought Higgy would run after it. This was not the case. Instead she laid on the ground and looked at us like we should run after it. After a few tries, though, it worked. In the future, I would also create a more elaborate script for my "actors." I outlined what I wanted my sister to say in the video, but she was all over the place. I also didn't realize she was chewing gum until I watched the video back during editing.
Despite these areas needing improvement, I really enjoyed making the video. My family passed the YouTube link around for a good laugh. My sister is totally humiliated, but I think she did a great job. I can see the benefits of video in the classroom. Creating videos require a lot of planning ahead. Students would learn about creating scripts, developing various shots, and editing. Similar to a writing assignment and presentation, students would go through the creative process to create a masterpiece. I would love to try this out with a classroom! Incorporating videos and other multimedia into classrooms enhances the educational experience of the students and appeals to all types of learners.
There are a number of areas in which I can improve. At times, my sister's entired head did not make it entirely into the shot because I was more focused on the object on the ground or in her hands. This is definitely something I need to pay more attention to in the future. I also learned that 4-month-old puppies are not predictable. When my sister threw the frisbee, we thought Higgy would run after it. This was not the case. Instead she laid on the ground and looked at us like we should run after it. After a few tries, though, it worked. In the future, I would also create a more elaborate script for my "actors." I outlined what I wanted my sister to say in the video, but she was all over the place. I also didn't realize she was chewing gum until I watched the video back during editing.
Despite these areas needing improvement, I really enjoyed making the video. My family passed the YouTube link around for a good laugh. My sister is totally humiliated, but I think she did a great job. I can see the benefits of video in the classroom. Creating videos require a lot of planning ahead. Students would learn about creating scripts, developing various shots, and editing. Similar to a writing assignment and presentation, students would go through the creative process to create a masterpiece. I would love to try this out with a classroom! Incorporating videos and other multimedia into classrooms enhances the educational experience of the students and appeals to all types of learners.
Thursday, April 15, 2010
Digital File Management
I learned a lot this week about digital file management. From organizing to maintaining to managing files, I now better understand the importance of effectively managing data. The National Teacher Training Institute website (http://www.thirteen.org/edonline/ntti/resources/workshops/digital_file/practice.html) not only explained what data management means, but offered suggestions for software and how to organize teacher and student files. Below are some important items I learned about this week.
School Server
Based on the website and articles I read, having a school server available to all teachers and students seems ideal. In this way, students and teachers may access work performed on any computer in the school. By using personal login information, each student may protect their own work and keep it organized without other students accessing and accidentally editing or deleting student work. I think teachers should have login information for each student so that teachers can review work and check in on what students are doing.
Backups
This is extremely important in prevening the loss or damage of files. Backups are copies of files that are on the server. By backing up files, students and teachers may access files that may no longer be available on the server due to power outages, shutdowns, etc. By being proactive about protecting files, teachers and students may prevent loss of important work and research. The idea of starting all over again can be quite traumatic! Backing up can be accomplished through backup software like VERITAS or a drag-and-drop method using an external hardrive, digital audio tape (DAT), or another server.
Archiving
Archiving allows teachers and students to easily access, transport, and copy digital work. By archiving, there is a permanent record of completed projects on a CD or DVD. Should a student come to a teacher from another semester and ask for a copy of a paper or project they would like to include in his/her portfolio, the teacher will easily be able to provide the student with a copy. Teachers may also pull up past student work when writing recommendations for jobs or school entrances.
School Server
Based on the website and articles I read, having a school server available to all teachers and students seems ideal. In this way, students and teachers may access work performed on any computer in the school. By using personal login information, each student may protect their own work and keep it organized without other students accessing and accidentally editing or deleting student work. I think teachers should have login information for each student so that teachers can review work and check in on what students are doing.
Backups
This is extremely important in prevening the loss or damage of files. Backups are copies of files that are on the server. By backing up files, students and teachers may access files that may no longer be available on the server due to power outages, shutdowns, etc. By being proactive about protecting files, teachers and students may prevent loss of important work and research. The idea of starting all over again can be quite traumatic! Backing up can be accomplished through backup software like VERITAS or a drag-and-drop method using an external hardrive, digital audio tape (DAT), or another server.
Archiving
Archiving allows teachers and students to easily access, transport, and copy digital work. By archiving, there is a permanent record of completed projects on a CD or DVD. Should a student come to a teacher from another semester and ask for a copy of a paper or project they would like to include in his/her portfolio, the teacher will easily be able to provide the student with a copy. Teachers may also pull up past student work when writing recommendations for jobs or school entrances.
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