Super STaR Report

Check out this SlideShare Presentation: STaR and Long-Range Reports

Sam Houston Mst Center

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Summary of Texas STaR Chart and Long-Range Plan

The Texas Long-Range Plan for Technology, 2006-2020 contains aggressive goals that all campuses are expected to achieve. Unfortunately, many of these goals are dependent on state funding. If there is no funding available from the state to the school districts, then the districts are not able to fund the schools. Yet schools are expected to provide the necessary instruction for students to succeed in today’s information world. The key area of Educator Preparation and Development, teachers are required to “use technology effectively in the teaching-learning process”[1], in order guide students through the learning process. They are also required to integrate the technology throughout the curriculum which can provide ample opportunities for students to become proficient in the use and uses of technology. According to the Texas Long-Range Plan, in order for our students to become proficient users of technology, our teachers must also become proficient users, so they can be effective teachers.
The Texas Campus STaR Chart Summary in the Key Area II: Educator Preparation and Development indicate that we need significant improvement because we have a “Developing Tech” classification. (Texas Campus STaR Chart) In comparison, the Campus Statewide Summary shows that overall the state classification is also “Developing Tech” in this key area. Based on the goals of the Long-Range Plan, neither our campus nor the state is on target. With only 40% of educators meeting SBEC standards, we are well behind the Plan target. (Campus Statewide Summary). Similar trends occur in other key areas, such as Teaching & Learning, our campus received a “Developing Tech” classification and the state received the same classification for the same key area.
Recommendations for improvement unfortunately would be dependent on funding. Based on the Long-Range Plan, funding has fallen short of the target of $50 per student in 2007-2008; instead it was only $27 per student. (Long-Range Plan) In order for our students to receive the necessary instruction to continue on the path of improvement, I recommend the government provide and require teachers to meet the SBEC technological standards by a set time limit. If teachers, administrators and other necessary staff do not comply with the time limit, then their teaching license should be temporarily revoked until they meet the minimum requirements. This may seem harsh and unusual punishment, but if it affects our students’ success, then they should be held accountable.

Citations:
Texas Education Agency (2008, September 15). Campus Statewide Summary by Key Area. Retrieved from http://starchart.esc12.net/docs/campusSWSummarybyKA20072008.pdf on November 27, 2009.

Texas Education Agency (2006, December). Long-Range Plan for Technology, 2006-2020. Retrieved from http://ritter.tea.state.tx.us/technology/lrpt/LRPTCompleteDec06.pdf on November 27, 2009.
[1] Texas Education Agency (2006, December). Long Range Plan for Technology, 2006-2020. Retrieved from http://ritter.tea.state.tx.us/technology/lrpt/LRPTCompleteDec06.pdf on November 28, 2009.

Summary Technology Applications TEKS

The Pre-K Technology Applications TEKS prepares students for future grades by introducing them to software programs as well as hardware that will be critical to their educational success in the information world. They are taught to use devices such as keyboards, mouse and other sound devices. They are also taught to apply what they’ve learn by “creating writings and drawings using software…to enhance learning experiences.”[1] Finally, the student learns that technology will aid them in their search for new information that may not be accessible through other formats.
The Pre-K Technology TEKS lays the foundation for the success in future grades by introducing students to the basic use of the hardware and software as well as uses of technology overall. It also provides them with the basic knowledge of “when and how to obtain information from websites.”[2]
The Technology Applications TEKS provides various opportunities for students to master the knowledge and skills necessary to become competent in the information world. The scaffolding that occurs in the curriculum begins with Pre-K by introducing students to the basic use of the hardware components of the computer and the uses of the software. In the Kindergarten – Grade 2 technology TEKS students are again given the opportunity to demonstrate their abilities in using the computer hardware and software. During these grades the skills students have to master are more specific. Students are also given opportunities to utilize software and search engines for their educational needs. In the Grades 3-5 students are again demonstrating their knowledge and “appropriate use of hardware components, software programs, and their connections.”[3] Their learning is continuously being scaffold by the various opportunities to master the uses of software and hardware components throughout the different grade levels. In the Grades 6-8 students are once again provided the opportunity to improve on skills previously introduced. Students must demonstrate “proficiency in the use of input devices such as mouse/track, and keyboarding”[4] which are skills previously learned. The scaffolding occurs throughout the Technology Applications curriculum provides students opportunities to become proficient in the uses of technology hardware as well as software.

[1] TEA Revised Texas PreKindergarten Guidelines. Retrieved from http://ritter.tea.state.tx.us/ed_init/pkguidelines/PKG_Final_100808.pdf on November 24, 2009.
[2] TEA Revised Texas PreKindergarten Guidelines. Retrieved from http://ritter.tea.state.tx.us/ed_init/pkguidelines/PKG_Final_100808.pdf on November 24, 2009.
[3] Chapter 126. Texas Essential Knowledge and Skills for Technology Applications. Retrieved from http://ritter.tea.state.tx.us/rules/tac/ch126.html on November 24, 2009.
[4] Chapter 126. Texas Essential Knowledge and Skills for Technology Applications. Retrieved from http://ritter.tea.state.tx.us/rules/tac/ch126.html on November 24, 2009.

Analysis of the Texas Long-Range Plan

In analyzing the Texas Long-Range Plan for Technology, 2006 – 2020 I found that it's an aggressive plan which outlines specifically what each school campus should have available to its students. Unfortunately, to date, the plan has fallen short of its goal of making technology available to every student. The students of today use technology in almost every aspect of their lives and schools are charged with keeping up with students’ demands. As Administrator, I will provide opportunities for my students to be successful by offering online courses that will help them to stay on target for graduation, as well as courses to advance their higher education. Unfortunately, many of our students have to leave school to go to work to help bills and fall short of graduation. Our campus currently provides online courses they can take from home or work in order to complete their graduation requirements on time. I will continue with this endeavor and attempt to improve on it as well by offering as many courses as possible. Teachers also expressed how technology was not an integral part of their instruction. The need for relevant professional development was made apparent in teachers’ responses. As Administrator, I will continue to make certain that professional development is offered to those in need of additional training and offer training to those that want to improve on their skills. I will make certain that all of my teaching staff are in compliance with the SBEC Technology Applications standards. Through the support of the District, I will allocate funding of technology that will support my students’ learning. It will not only include funding of hardware and software, but I will hire personnel that will support my campus’ technology needs. Through the analysis of the Long-Range Plan, I realized that funding is a major barrier to providing students the necessary technology, it is still up to each campus Principal to make certain students are provided the necessary technology and the best instruction. As Principal, I will make every attempt possible to allocate funds for the technology needs of my campus.

Reflections and Response to Assessments

The Technology Applications Inventory (TEI) helped me to realize my deficiencies when it came to technology. I was a little more knowledgeable than I thought in the Foundations Domain part of the assessment. There are a few key items that I can improve on, for instance “determining the amount of RAM installed in my computer and the RAM requirements needed by programs I use.”[1] As well as understanding the different file formats and when to use them. These are weaknesses that I need to improve on because many times I have run out of “space” to store a document because I didn’t understand or know how to check for storage amount. My strengths show that I can navigate around a computer and understand how to use it. When it came to the Information Acquisition Domain my knowledge was evenly distributed. I realized that I have difficulty using various search engines. I tend to stick to what I know and not venture outside of my comfort zone. As Principal I need to know where and how to obtain necessary data that is usually located online. I will focus on developing my skills using various search engines and understanding where to locate the necessary data/documents I will need to facilitate my job. I was very weak in the Problem Solving Domain. I didn’t realize that what I was weakest on, using spreadsheets, data entry, etc; weighed heavily in this particular domain. The growing need to become not only hardware savvy, but also software savvy is more important than ever. I will need to improve my skills using this particular software if I’m to be successful in presenting to my staff. In the Communications Domain, my knowledge was evenly spread out. I am weakest on the use of electronic planners and there were a couple more items I didn’t even understand what was meant. My strengths in this particular domain are reflected in my limited use of the software mentioned. I need to strengthen my knowledge and use.
The State Educational Technology Directors Association (SETDA) assessment had detail that helped to point out the strength and weaknesses of the curriculum being taught on my school’s campus. While the curriculum specifies certain knowledge that needs to be taught it doesn’t mean that is what’s happening in the classroom. To my knowledge the only data collected indicating students’ use and proficiency of technologies is through the STaR chart. The assessment inquired how technology was used in the core subject areas. In our school teachers are encouraged to use technology, but I’m not certain how involved are the students in using it also. Many of our students do not have access to computers at home, and the classrooms will only have one maybe two computers, making it difficult for students to complete homework/projects that require technology. Another observation made from the assessment was that until just recently, our teachers did not work “collaboratively”. If a teacher was knowledgeable with a lesson using technology it wasn’t common practice to “share” their knowledge. A final observation made through the SETDA was that we have a fair amount of computers for students’ use. The deficiencies lie in how the teachers incorporate technologies in their instruction.
In reviewing both assessments, while not all of the questions in the TEI pertained to me in my current position as College Access Coordinator, I tend to agree with both assessments. The reasons being were that they pointed out the strengths and weaknesses that I had in my knowledge of technology, and the deficiencies that were and were not occurring on my school’s campus. These assessments helped me to focus on areas that I normally would not have considered.
[1] Technology Applications Inventory – http://www.tea.stte.t.us/technology/techapp/assess/teksurv.pdf