FISD Using LoTi

1
FISD Using LoTi

• Curriculum and Technology are aligned and
  pursuing the same goals.
• A measure of teacher technology skills, and
  indicator of high level teaching skills.
• Developed a vehicle for teachers to self evaluate
  and gain feed back about their teaching skills.
• Administrators REAL training and instruments to
  truly assess the level of true technology
  integrations
• FISD a means to measure the value of technology
  in the classroom.

2

• Created an expectation for LoTi 3 and above
  campus-wide
• Align Best Practices implementation with the LoTi
  Framework
• Conducted classroom walkthroughs anticipating
  higher levels of technology implementation
• Empowered staff to sustain technology use at a
  LoTi 3 and above through a cognitive coaching
  model

http//www.fisd.us
3
Improving StudentAchievement
4
(No Transcript)
5
Mentor
6
LoTi Framework

• Level 0 Nonuse
• Level 1 Awareness
• Level 2 Exploration
• Level 3 Infusion
• Level 4a Integration (Mechanical)
• Level 4b Integration (Routine)
• Level 5 Expansion
• Level 6 Refinement

7
LoTi Lounge Website

• http//www.lqhome.com/cgi-bin/WebObjects/lotiloung
  e.woa

8
http//www.fisd.us/lp2
9
Blue Bars Average LoTi Levels
10
The Real Digital Divide

• Level 0 Nonuse
• Level 1 Awareness
• Level 2 Exploration
• Digital Divide
• Level 3 Infusion
• Level 4a Integration (Mechanical)
• Level 4b Integration (Routine)
• Level 5 Expansion
• Level 6 Refinement

11
LoTi Level 2 Exploration

• A Level 2 (Exploration) implies that
  technology-based tools supplement the existing
  instructional program or complement selected
  multimedia and/or web-based projects (e.g.,
  internet-based research papers, informational
  multimedia presentations) at the
  knowledge/comprehension level. The electronic
  technology generally reinforces lower cognitive
  skill development relating to the content under
  investigation.

12
Circle Map

• On the Circle Map, write the following term in
  the middle of the small circle
• Engaged Learner
• Using the larger circle, write down the
  attributes of an engaged learner.

13
Circle Map

• On the outside of the larger circle, write down
  the percentage of students whom you consider to
  be engaged in the learning process daily within
  your school system by grade level
• Elementary _____
• Secondary _____

14
School Reform Models What worked

• Ongoing staff professional development
• Measurable goals and benchmarks
• Emphasis on data-driven decision-making
• Uniform implementation of instructional models

15
Circles

• Draw a circle inside of a circle, write the
  following term in the center circle
• 21st Century Learner
• Using the extended circles, describe the
  characteristics of a 21st Century Learner

16
21st Century Learners

• Digital Natives
• Global Thinkers
• Risk-takers
• Multi-taskers
• Boomerangers
• More Heterogeneous

17
Redefining NCLB

• N - No
• C - Child
• L - Left
• B - Behind

18
Redefining NCLB

• N - Non-traditional assessment strategies
• C - Challenging learning opportunities
• L - Learner-based curriculum models
• B - Blooms Taxonomy in action

19
Non-traditional assessment strategies

• The Apprentice
• The students will maximize their profits in a
• simulated lemonade stand by adjusting the
• costs of goods sold based on their
• understanding of supply and demand.
• http//www.lemonadegame.com/

20
Learner-based curriculum models
21

• Plan, Plan, Plan
• Ensure time for Mentors to work with their LoTi
  Team
• Focus on achievable goals
• Less is more
• Under promise, over deliver
• Celebrate success
• Ensure for accountability measures
• Get on the boat for the long trip

22
LoTi for FISD
Inquiry-based instruction
Higher Order Thinking Skills
Differentiation
Higher Order Thinking
Real World Application
21st Century Skills
Curriculum Mapping
Use of Technology as a Tool
Accountability
Relevance to Students
Engaged Learning
Performance Based Assessment
23
(No Transcript)
24

• Floresville ISD 2005-2006
• TAKS Results
• From 2004-2005 to 2005-2006, the percentage of
  6th-8th grade students successfully passing the
  Reading TAKS increased from 80 to 87.
• The increase in 6th-8th grade Reading TAKS scores
  emerged as statistically significant when
  comparing 2004-2005 with 2005-2006 TAKS results.
• p value / .001

25

• Floresville ISD 2005-2006
• TAKS Results
• From 2004-2005 to 2005-2006, the percentage of
  6th-8th grade students successfully passing the
  Math TAKS increased from 64 to 76.
• The increase in 6th-8th grade Math TAKS scores
  emerged as statistically significant when
  comparing 2004-2005 with 2005-2006 TAKS results.
• p value / .001