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Assess
The Assess Stage of the LoTi Implementation Plan involves reviewing student achievement data results and LoTi assessment data to determine professional development needs of staff. Provided below are the LoTi, TAKS, and AYP District data for the Floresville ISD.
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lFloresville
ISD: 2005-2006
lTAKS
Results:
•From 2004-2005 to
2005-2006, the percentage of 6th-8th grade students successfully
passing the Reading TAKS increased from 80% to 87%.
•
•From 2004-2005 to
2005-2006, the percentage of 6th-8th grade students successfully
passing the Math TAKS increased from 64% to 76%.
•
l
•From 2004-2005 to
2005-2006, the percentage of 9th-10th grade students successfully
passing the Reading TAKS increased from 72% to 84%.
•The increase in
TAKS scores emerged as statistically significant when comparing
2004-2005 with 2005-2006 TAKS results.
•p value /= .001
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| 2005 Accountability Data Tables | |
| The 2004-05 School Report Cards | |
| 2004 Accountability Data Tables | |
| TEKS Information | |
| Floresville ISD LoTi..30-Oct-2005 | |
| Floresville ISD LoTi..03-Sep-2006 | |
| Floresville Elementary LoTi 03-Sep-2006 | Floresville Middle School LoTi 03-Sep-2006 |
| Floresville High School LoTi 03-Sep-2006 | Floresville Primary School LoTi 03-Sep-2006 |
LoTi | PCU | CIP | FISD TAKS data | AYP 2004 District Data Table| August 2005 LoTi FISD Reports
Complete FISD LoTi Report March 05
Recently, a technology use profile was conducted for Floresville Independent School District to ascertain each participant’s current level of technology implementation. Such information will enable questionnaire sponsors to target funding sources and provide professional development opportunities directed at moving participants to a higher level of technology implementation in the classroom, and in doing so, better prepare students for the challenges facing them in a highly competitive, technology oriented society.
This profile focused on the use of technology as an interactive learning medium because this particular component has the greatest and lasting impact on classroom pedagogy and is the most difficult to implement and assess. A 50 item survey referred to as the Level of Technology Implementation (LoTi) Questionnaire was administered to 231 participants from Floresville Independent School District.
LoTi
Figure 1 displays the Level of Technology Implementation (LoTi) ranking for the 231 participants from Floresville Independent School District. The LoTi profile approximates the degree to which each participant is either supporting or implementing the instructional uses of technology in a classroom setting. Based on their responses, 24% of participant’s highest level corresponded with a Level 2 (Exploration) implementation of technology in the classroom while 24% of participants recorded their highest level of technology implementation at a Level 1 (Awareness).
PCUFigure 2 displays the perceptions of the Floresville Independent School District participants toward questions involving their personal computer use. The PCU profile addresses each participant's comfort and proficiency level with using computers (e.g., troubleshooting simple hardware problems, using multimedia applications) at home or in the workplace. Approximately 60% of the 231 participants (139 participants) perceived their ability to use basic software applications or troubleshoot routine computer problems as "Somewhat True of Me Now." Approximately 25% of the participants (57 participants) perceived their ability to use basic software applications or troubleshoot routine computer problems as "Not True of Me Now." At Floresville Independent School District, 35 participant(s) perceived their ability to use basic software applications or troubleshoot routine computer problems as "Very True of Me Now."
CIPFigure 3 displays the perceptions of the Floresville Independent School District participants toward questions involving their current instructional practices. The CIP profile reveals each participant's support for or implementation of instructional practices consistent with a learner-based curriculum design (e.g., learning materials determined by the problem areas under investigation, multiple assessment strategies integrated authentically throughout the curriculum, teacher as co-learner/facilitator, focus on learner-based questions). Based on the 231 participants from your group, approximately 70% (161 participants) perceived their instructional practices as aligning with a learner-based design as "Somewhat True of Me Now" while 11% of the participants (26 teachers) perceived their use of a learner-based curriculum as "Very True of Me Now." At Floresville Independent School District, 44 participants perceived their instructional practices as aligning with a learner-based design as "Not True of Me Now". These participants consistently employ or support a subject-matter based instructional approach.
Click here for 2004
Adequate Yearly Progress (AYP) District Data Table