• Introduction to STaR chart• Four Major Areas Addressed in the STaR chart • Teaching and Learning • Educator Preparation and Development • Leadership, Administration, and Instructional Support • Infrastructure for Technology• Ogle’s assessment over the last three years• Strengths and Weaknesses• What is Developing Tech?• What is Advanced Tech?• Now what do we do… HOME
• Online resource that assists in assessing the effective use of technology across curriculum.• Helps assist with the assessment of teachers needs and goal setting for the implementation of technology within the classroom to assist in supporting student achievement.• Meets No Child Left Behind and Legislation, that states all teachers should be literate in technology and be able to integrate technology across curriculum.
• Teaching and Learning• Educator Preparation and Development• Leadership, Administration and Instructional Support• Infrastructure for Technology
• Students are becoming increasing diverse in their background. Therefore it is now more important as ever to become diverse in the manner which we teach and the resources we use.• Technology is a perfect solution for this with being able to find specialized software that will address students’ different needs.• Integrating technology in the daily instructional process can help the teaching process and allow students to be engaged in the learning process.
• Students come to us with a vast knowledge of technology.• Need to continue to foster this knowledge not stifle it during our instruction.• By teachers continuing to pursue ongoing education in the areas of technology.• Educators should be rich in their knowledge of technology and how to adapt curriculum to fit in more technology.
• Leadership must gain an understanding of the importance of technology within the instructional classroom and serve as a model to help teachers see the importance.• Integration of technology in with staff development, communication with staff, and other forms will allow staff to see the effectiveness.• Administrator also can help staff embrace technology by utilizing data regularly to drive decisions.
• Provide technology as a major educational resource including a high performance infrastructure.• This infrastructure includes: access to all e-learning technologies, technical assistance for support, measureable data, and standards to support accessibility.• Through the technology assessable students will be able to get customized education that will fit their needs.• This customized learning is exactly what student need to be successful in today’s competitive workplace.
School District: Frisco ISDCampus: Ogle Elementary Key AreaSummary Area Key Area STaR Classifications Trends Totals Decrease in Student Mastery of 2009-10: 13 2009-10: Developing Tech Technology applications,Teaching & Learning Frequency in the instructional 2008-09: 14 2008-09: Developing Tech setting, Technology TEKS 2007-08: 16 2007-08: Advanced Tech Implementations, and Online Learning. Slight decrease in professionEducator Preparation & 2009-10: 13 2009-10: Developing Tech development experiences,Development 2008-09: 13 2008-09: Developing Tech models of professional 2007-08: 14 2007-08: Developing Tech development, and access to professional development. Decrease in planning usingLeadership, 2009-10: 13 2009-10: Developing Tech technology, leadership forAdministration, & 2008-09: 16 2008-09: Advanced Tech online learning, and in theInstructional Support 2007-08: 17 2007-08: Advanced Tech budget for technology within the classroom. Slight change in the trend forInfrastructure for 2009-10: 20 2009-10: Advanced Tech students per computers,Technology 2008-09: 21 2008-09: Target Tech internet access connectivity 2007-08: 21 2007-08: Target Tech speed, LAN area network, and technical support.
• Strength • Key Area IV: Infrastructure for Technology • Advanced Tech• Weaknesses • Key Area I: Teaching and Learning • Developing Tech • Key Area II: Educator Preparation and Development • Developing Tech • Key Area III: Leadership, Administration, and Instructional Support • Developing Tech
• Teacher uses technology to present information to students, to model teacher directed activities, and to complete• administrative functions. Teacher directs students to use productivity software applications for technology integration projects. Teacher uses available online library databases and digital diagnostic/assessment tools.• Students have regular weekly access to desktop computers, laptops, or handheld devices in the classroom, library or labs.• All students use the same technology tools and participate in the same activities. Preliminary alignment made between technology and subject areas.• Teacher occasionally selects and implements TA TEKS appropriate for content area.• Teacher estimates up to 50% of his/her students have mastered TA TEKS.• Teacher has created more than two online lessons that include TEKS aligned content such as explanations, examples, links to• online resources, additional activities; class communicates and interacts online.• Teacher receives professional development on how to integrate technology into the curriculum, help with classroom• management skills, and increase teacher productivity.• Teacher attends and actively participates in large group sessions. Follow-up activities and support are offered to give feedback• or coaching in the classroom.• Teacher is proficient in two or three of the SBEC Technology Applications Standards (www.sbec.state.tx.us/SBECOnline/standtest/standards/techapp.pdf).• Teacher attends 9-18 hours of technology professional development each year.• Teacher modifies instruction through the use of technology http://starchart.esc12.net/docs/TxTSC.pdf• Teacher has taken professional development on the way classroom content can be adapted from web-
• Teacher structures classroom learning to student experiences based on inquiry and higher level thinking processes using age• appropriate graphics, animation, multimedia, and/or video. Curriculum activities are integrated with technology allowing all• students to solve problems and make decisions.• Students and teachers identify appropriate technology tools; then access and use tools weekly in a variety of flexible settings.• Technology is available for students to choose the best tools to analyze and synthesize data.• Teacher consistently integrates Technology Applications TEKS into student instruction, selects and implements• Teacher estimates up to 85% of his/her students have mastered TA TEKS.• Teacher has created many online lessons that include TEKS aligned content• Teacher receives professional development on how to integrate technology to enhance and advance instruction in new ways activities in various content areas, and vertical alignment across grade levels to connect concepts).• Teacher actively participates in multiple forms of ongoing professional development• Teacher is proficient in four of the SBEC Technology Applications Standards (www.sbec.state.tx.us/SBECOnline/standtest/standards/techapp.pdf).• Teacher attends 19-29 hours of technology professional development annually.• Teacher achieves mastery of technology and uses it to advance higher order thinking skills and thought processes.• Teacher no longer thinks about technology separately but uses a variety of technologies and instructional methods in combination to accomplish instructional outcomes.• Teacher has taken professional development on how to create web-based lessons or how to teach online. http://starchart.esc12.net/docs/TxTSC. pdf
• We need to continue to immerse ourselves and our students with technology.• Look at technology as a replacement of current practices, not in additional to what we are already doing.• Engage students in their learning as much as we possibly can by use of technology.• Continue to look at professional development to gain deeper understanding of technology and how to implement into our classrooms.• Immersion….not one application at a time.