End of Year CRCSD ILTC Grant Report

 

Executive Summary

The CRCSD has installed interactive whiteboards, slates and projectors in every seventh grade math classroom with the intent of increasing student achievement in math. Each building also received sets of student response devices which are used with the activboards for formative and summative assessment. The district is also implementing a new math curriculum, so professional develop has centered on using the technology to support the curriculum and increase student learning and on creating shared resources for teachers. This grant is being done in conjunction with E2T2 grants that have provided the activboards, slates, projectors, and student response systems for 6th and 8th grade middle school math classrooms.

 

2. Project Description:

The target of ILTC grant was to expand the current E2T2 project to the seventh grade math classrooms in order to enhance student attitudes and achievement in mathematics by providing information-rich and engaging classrooms through the use of interactive whiteboard technology.  This aligns with one of our district goals, which is to “improve all student performance in communication, mathematics and science”.

Fourteen seventh grade math classrooms have been equipped with an interactive whiteboard which is connected to the classroom computer, a projector, and an interactive slate which allows students to interact with the whiteboard from anywhere in the classroom.  In addition, each building has one or two sets of student response devices which will allow the teacher to capture formative and summative assessment data on a regular basis.  The software that comes with the system allows teachers to easily design and modify existing lessons, quizzes, and assessments to make them more interactive.  The lessons can be saved in several different formats and posted to the schools’ websites so students and parents can access them for review or practice. The student response devices allow students to respond to questions and instantly capture and display the class responses while protecting student anonymity. This data can be charted, saved and exported to a spreadsheet.

Goals and objectives

The goal of our grant initiative is to increase the percentage of 7th grade students who are proficient in mathematics (above the 40th percentile on ITBS) and increase the percentage of students who are scoring at a high level in mathematics (above the 90th percentile on the ITBS).  Studies indicate that low performing and special needs students show the most improvement when teachers increase the level of interactivity in the learning environment. By deploying this initiative across the district, we can also measure the impact on multiple subgroups.

In addition to improved scores on the ITBS and district math assessments, we’ll measure the project’s impact on other factors contributing to student success: improved attendance, declining office referrals, and the extent to which interactive technology tools increase the percent of time on task that students with special needs exhibit within a least-restrictive environment. In all, this grant project will impact at least 14 teachers, six middle schools, and approximately 1,250 7th grade students 

 

 

Involvement of school and district personnel

This project has actively involved many of the CRCSD personnel.  The district math facilitator and the three middle school lead math teachers have been very helpful in developing the professional development activities, coordinating the procedures for sharing resources and flipcharts, and facilitating the monthly math seminars.

In most of the middle schools, the media specialists and/or technology contact have been resources for trouble shooting and assistance. Three district technology trainers have been involved in the project deployment, support and training.  All seventh grade math teachers have received ongoing professional development and support (along with the sixth and eighth grade math teachers as part of the E2T2 grant).

Several buildings have involved their special education teachers in the activboard training.  These teachers often co-teach in the math classroom along with the regular education teachers.  Therefore, providing training and support to special education teachers has become an important part of this project.  Also, in some buildings, the math teachers are beginning to share their active resources by letting other teachers use the math classroom during the math teachers’ prep time.  This is expanding the availability and use of active classroom environment.

Involvement of community and business partners

We have received a lot of interest from the media and as a result, the project was featured in an article in the Cedar Rapids Gazette and on news reports on KCRG and KGAN, local television networks.

Monticello, Iowa Valley, and the Williamsburg school districts have contacted CRCSD for information regarding the grant and the use of the interactive whiteboards in the math classrooms.  Teachers from Williamsburg visited one of the middle schools this fall, observed a couple of math lessons, and visited with the teachers.

In October, 2007 one of our trainers and a math teacher did a presentation about the use of interactive whiteboard in math classroom at the ITEC conference in Des Moines. CRCS teachers and technology trainers will be involved in a follow up session in October, 2008 at the ITEC conference. The CRCS district submitted a proposal to do a similar presentation at the fall 2008 NSBA T+L conference, but the proposal was not selected. We plan to submit another proposal to present to both NECC and NSBA T+L for their conferences next year.

In May, 2008, we held an open house at one of the middle schools and invited school board members, the district’s executive council, district staff, ILTC board members, community members, parents and faculty from Mt. Mercy College. We had DVDs from Promethean to give out, which showed the active classroom tools and how they could be used in education. We also had several teachers who demonstrated flipchart lessons in their classrooms and answered questions.  The feedback from participants was very positive.

Involvement of institutions of higher education

One of the district technology trainers is an adjunct Educational Media professor at Mt. Mercy College.  As part of the Educational Media class, she has shown videos of the activboards and student response systems being used in middle school math and given demonstrations of the Activstudio software and student response systems.  We are also working with the Mt. Mercy education department on ways to share this information with other Mt. Mercy classes.

 

Nature of and changes in vendor relationships

We have developed a very good relationship with our Promethean contacts.  Promethean has a Teaching and Learning Consultant who is assigned to this area (Iowa, Missouri, and Minnesota) and who provides periodic user groups sessions. He is also a great resource for any type of question and responds to e-mail promptly.

Promethean has online resources, flipcharts, and training available online to teachers at no charge. Teachers can search for and download educational flipcharts as well as resource libraries with images and backgrounds.  Promethean allows teachers to put the Activstudio software on their home computers and most of the teachers have taken advantage of this. Some of the teachers are interested in having students become involved in creating educational flipcharts, and Promethean has given us permission to install the software on some lab computers so that students can use the software to help design flipcharts. Promethean also provided informational brochures, DVDs, pens, promotional items, and t-shirts for the May 2008 open house.

We also have a good relationship with Haddock Computers and CDW-G who are the Iowa resellers of Promethean products.  Our Haddock contact spent a lot of time in the spring and summer of 2007 helping us evaluate the math classrooms before installing the equipment.

We have also contacted the publishers of the math curriculum, Connected Math, regarding the use of their materials in activboard flipcharts.  They were not aware of the Promethean products, but after checking out the Promethean website, they were very enthusiastic and stated:

“Yes, Promethean has a whiteboard technology that is very nice.  We have actually been thinking about how to build out the use of CMP2 on whiteboards using CMP2.  I will have to do a little investigating about the processes and permissions to do this and will then respond to you.”

We have received a permission form and letter from Pearson, who currently owns CMP2, with directions on how to obtain permission for posting lessons/flipcharts with Connected Math content on websites. We are currently working on completing and submitting forms to obtain permission for a few flipcharts initially so we will have an idea of how long the process takes. (A copy of the permission information is included in the Appendix.)

Resources, materials, equipment, etc.

During the spring and summer of 2007, we began the process of visiting classrooms to determine the best placement of interactive boards and projectors.  During the summer, we worked with district carpenters and electricians to get the activboards mounted in the middle school math classrooms.  We did the 7th grade classrooms through the ILTC grant and the 8th grade classrooms through E2T2 funding (the 6th grade classrooms had been equipped the previous year through E2T2 funding). We contracted with a company to have the projectors installed, and all of the installations were completed by the end of September. As each board was set up, technicians loaded the activstudio software on teachers’ computers.  Once the boards, projectors, and software were in place, the technology trainers connected and calibrated the boards and gave teachers a quick overview of how to use the technology. Trainers also showed teachers how to register the activslates and activotes with the board.

We have created a shared location for training guides, sample flipcharts, and tips for teachers. All district staff has access to these materials.  We also have a shared location for instructional resources (flipcharts and assessments) created by the middle school math teachers.  Currently, we have over 86 flipcharts created for the 7th grade math curriculum and stored in this shared location on the network, and groups of teachers are working on more flipcharts this summer. A survey was conducted at the end of 2007-08 school year to determine how many teachers were using shared flipcharts, how many were creating shared flipcharts, and how many hours they spent creating charts.  The survey results indicated that over 85% of the teachers are using the shared flipcharts; 54% of the teachers have created more than 20 flipcharts on their own, and 54% of the teachers have spend over 60 hours creating flipcharts during the 2007-08 school year. (See appendix for survey responses.)

Professional development, curriculum development and planning:

A major goal of this project has been to provide ongoing support for professional development and curriculum work. 

  • In the summer of 2007, technology trainers worked with a group of math teachers who were developing flipcharts for reading strategies that would be embedded in the math curriculum.
  • On August 14th, 2007, all middle school math teachers received a half day of training on using the active tools and software.  Since this was before the start of the school year, teachers were paid a stipend.
  • As the boards were installed in the buildings, the district technology trainers provided one-on-one training with teachers. This has amounted to about 20 + hours.
  • In October, 2007, we contracted with Promethean to have one of their trainers come to the district and conduct a three day train the trainer workshop for six people – three technology trainers and three middle school lead math teachers.
  • In January, 2008, we provided a half day intensive training to all middle school math teachers – We did each grade level on a different day so that we had smaller groups and could provide more assistance to those who needed it.
  • During monthly math seminars, one hour is devoted to the active tools and software. Based on feedback from teachers, all three hours of the January math seminar were devoted to working together to create flipcharts that can be shared via a networked server.
  • Teachers are also completing implementation logs using the E2T2 tool created for the Riverbend consortium.  Seventh grade teachers completed their first log entry after the January training and are required to complete an entry each month. (Data from the implementation logs can be found in the appendix).
  • Our Promethean Training and Learning Coordinator offered a user group session on Wednesday, February 20th, 2008. He will be coming back July 29th to offer another user group session for teachers.
  • In March and April, we offered a 15 hour professional development course titled: Implementing Middle School Math Active Classrooms. This class was offered outside of contract time, and teachers were able to receive lane credit and recertification credit for taking the class.  The instructors were district technology trainers and middle school math teachers who have taken the Promethean train the trainer course. The class focused on differentiation with technology, and also provided teachers with the time to create district lesson plans and formative assessments that utilize the activboards and student response systems.  At the end of the class, teachers completed an online survey to evaluate the effectiveness of the training and provide feedback for improving the training.  The results of this survey are included in the appendix. (This class is being offered again this summer and we plan to offer it again in the fall.  Based on feedback from the first class, we will also be creating a follow up class.)
  • In May, an introductory training session was given to middle school media specialists and curriculum facilitators to create an awareness of how the Activboards and Response systems are being used as well as their potential use in other curricular areas.

 

Impediments, barriers and how they were dealt with

Classroom assignments:   Some buildings did a lot of reassignments of classrooms over the summer, so we delayed installations in those buildings until all the math classroom locations had been finalized.

Manpower: We initially used district personnel for most of the projector installations for 6th grade classrooms, but this caused a delay in installations due to other district demands. We decided to contract this out for the 7th and 8th grade classrooms, and that greatly speeded up the process.

Training and support for new teachers and substitute teachers: We had some long term subs in math classrooms this year, and next year we will have several new middle school math teachers. We realize that there will be ongoing needs for training new staff and substitute teachers, so we are creating short training sessions that can be offered throughout the school year as needed.

Administering parent and student surveys: We had difficulty getting the parent and student surveys done online in January even though we tried to do the parent survey in conjunction with conferences. The administration had been asked to survey parents about boundary issues and principals didn’t want parents to feel overwhelmed by surveys.  Also, some buildings did not want to give up valuable computer lab time to complete the surveys.  We worked around these issues by giving buildings the options of sending out paper versions of the surveys to parents and students who might not be able to do the surveys online.  This information was then compiled by a volunteer, so the data compiliation process ended up stretching out a few months.

Troubleshooting: As teachers developed lessons and become more comfortable with the software and equipment, any glitches or problems caused frustration and panic. To ensure that things worked as smoothly as possible with little interruptions, the trainers were available by phone and usually could remotely access teachers’ computers and fix problems quickly. The technology department was also given an overview of the software and equipment along with basic troubleshooting that could be done to quickly resolve problems.

 

3. Description and documentation for identified outputs and outcomes

Student engagement   

District Student Satisfaction and Enthusiasm Surveys

In 2004-05 and 2005-06, the district administered a satisfaction and enthusiasm survey to all students.  In the enthusiasm portion of the survey, students responded to prompts about each content area using the choices: I like it, I don’t like it, It’s okay.  The information from student responses related to math is shown in the appendix and is broken down by grade level.

       In 2006-07, a decision was made to use Harris polls and administer the student survey every other year (along with a staff and parent survey).  Therefore, it will be in the spring of 2008-09 that we will be administering the Harris surveys again.  We will analyze the data then to see if there is an increase in the number of students who like math in 7th grade.

Student Survey: In order to have some comparison with the district student satisfaction and enthusiasm survey and the Harris poll, a new survey was created and administered in the second trimester of 2007-08. The question, “I like math” from the previous surveys was included as well as a few additional questions.  The survey questions were:

I like math.                                              Not very often: 11.9%   Sometimes: 27.3%   Most of the time: 39.3% All the time: 21.4%

 

I am doing well in math.                         Not very often: 5.3%    Sometimes: 21.9%   Most of the time: 44.4%  All the time: 28.3%

 

I understand my math assignments.     Not very often: 3.7%    Sometimes: 21.3%   Most of the time: 47.5%  All the time: 27.5%

 

I complete my math assignments.         Not very often: 3.0%    Sometimes: 13.3%   Most of the time: 30.9%  All the time: 52.8%

 

Students also could respond to an open ended question about what they liked about math class. In general, 7th grade students were fairly positive about math and their understanding of math assignments (see data in appendix). 

Time on Task Observations: Classroom observations show a high percentage of time on task, especially when students are using the activboards. Observations were also made during December and January and again in April and May.

Initial time on tasks observations showed that most teachers were using or creating simple flipcharts aligned to the curriculum. Observations in the spring showed teachers using more complex flipcharts as well as more of the interactive tools built into the software and hardware. There was also more collaboration observed between students and teachers.  For example, in one classroom the teacher was experiencing some problems with the pen and a student suggested that she calibrate the board. She thanked him for the suggestion, calibrated the board, and proceeded with the lesson (and the pen worked fine).  In another classroom, students were working in groups on problem solving activities and one student asked the teacher if they could pull up the calculator from the toolbar on the Activboard.  The teacher told them they could go ahead and do that.

Classroom Interview: We asked one classroom what math class was like with the activboard and the response system.  Students stated that they liked using the tools because:

·        Everything is together

·        It’s more visual and hands on

·        It’s easier to show work

·        There are different ways to show your thinking

·        You can get the whole class’ opinions but everyone is anonymous (using the response system).

·        Students are more willing to go up to the board

·        It’s more fun

Teacher Comments about Student Engagement:

  • When I use the Activboard in an “active way,” I see students very engaged.  Of course, this is usually true whenever students are actively “doing” math.  When I use the Activboard as a glorified overhead projector I still see positives.  It is helpful to pull up a page in the book and read it together, highlight important vocabulary, explain a difficult question, etc.
  • Students love to get in front of the class and do work on the white board or overhead for that matter.  I have yet to use the voting buttons, but feel that the kids would enjoy using them.
  • Students are very engaged in class.  They love the votes and seem to want to use them every day.  I would suggest getting one set for every classroom! I had the one guy who said he didn’t like math and he hated participating in class.  He now volunteers at least once a day! He is also starting to stay after school to work on missing skills.
  • Students are definitely more engaged with the use of the active board.  Less confident students volunteer to reveal answers.  There are still those who are disconnected, but the number has dropped.
  • I think Student Engagement has improved with my use of the activboard.  I try to do as many activities as possible using the board and our curriculum, and kids seem to participate more and follow along better when viewing the board.

Disciplinary problems

       District data related to office referrals does not show a significant change in office referrals at this time (see appendix). We will continue to collect referral data for each term next year to determine if there is any significant change.

Teachers Comments about Discipline:

  • I don’t see a change.  Middle school kids are the same.
  • No decrease in disciplinary issues that can be related to the white board.
  • They are still middle school kids! However their activity in the classroom is because they are excited to participate and WANT to go up to the board.  It is rarely from a lack of engagement in the classroom activity.  Time on task has really improved.
  • There hasn’t been a change, but this is a well behaved group of students.  I have noticed, that if the board freezes or there are any problems, the attention of the students quickly wanders.
  • I’m not sure I can attribute any decrease in disciplinary problems to the activboard.

Use of computers and software for writing, analysis and research

      We have some information from the May 2007 Harris poll regarding use of computers for writing, analysis and research.  Students were asked “Do you use a computer to complete homework/research?” At the district level, the percentage of students replying positively to this question were: 83% of the 6th graders, 90% of the 7th graders, and 92% of the 8th graders. (In the appendix is a breakdown of this information by building.)

       Students were also asked “How often do you use a computer at school?”  The district data shows the following:

Grade Level

6th

7th

8th

Several times a week

31%

33%

28%

Every day

22%

25%

27%

 

 


       (In the appendix is a breakdown of this information by building, also.) We will compare this information with the results of the May 2009 Harris poll.

 

We are still trying to collect more specific data from each middle school related to the use of computers for writing, analysis and research.  The new math curriculum does have an online component that includes resources for students for each unit: homework help, multiple choice assessments, active math online (games for problem solving and learning key concepts), and vocabulary.

Movement toward student centered classrooms

Classroom observations have shown a collaborative atmosphere in the math classrooms, with the teacher more often in the back of the room and students taking turns at the front of the room with the active board.  Teachers are engaging the students, and the students are coming to the front of the room to show their ideas. Some of the teachers have expressed an interest in involving students in creating flipcharts.

Parental involvement

Some of the buildings have given demonstrations of the active tools during open house in the fall and conferences in the fall and winter. We also had a spring open house at one of the middle schools to provide demonstrations on the use of activboards and student response systems in the math curriculum to parents and community partners. At the beginning of the 2008-09 school year, middle school math teachers will be encouraged to demonstrate the active classroom tools during open house first trimester.

We conducted a parent survey in January.  Parents had the option of doing the survey online or on paper.  The questions were:

My child is enthusiastic about math.           Not very often: 10.8%   Sometimes: 28.4%   Most of the time: 32.4%  All the time: 28.4%

 

My child is doing well in math.                     Not very often: 4.1%    Sometimes: 23%      Most of the time: 29.7%   All the time: 43.2%

 

I child understands the math assignments.  Not very often: 1.4%   Sometimes: 19.4%    Most of the time: 38.9%  All the time: 40.3%

 

My child completes the math assignments.  Not very often: 5.4%   Sometimes: 10.8%   Most of the time: 24.3%  All the time: 59.5%

 (See appendix for chart of survey and parent comments).

Improved vendor and business relationships

As stated earlier, we have excellent relationships with Promethean and our local reseller.  Whenever we have a question or concern, we have received a response by e-mail or phone within 24 hours.

Increased student achievement

We have compiled ITBS and District Assessment data results, but it is too early to see significant improvement, particularly since the math curriculum is new this year.  We plan to continue collecting, tracking, and evaluating student during the 2008-09 school year. In the appendix, there is ITBS data, 7th grade unit assessment results, comparisons of 2006-07 and 2007-08 unit assessment results for all middle school grades, and comparisons of 2006-07 and 2007-08 computation assessment results for all middle school grades

Teachers are also collecting data on MYS (Maintaining Your Skills) activities and periodic computation tests.  However, most teachers feel that it is too early to determine if there have been positive impacts on student achievement due to the grant resources and training.

Teacher Comments about Student Achievement:

  • I think it’s too early to tell.  We math teachers have been given a HUGE task this year with new textbooks, new curriculum, and on top of that not only learning how to use the Activboards but also designing activities that fit our specific curriculum for our Activboards. 
  • With the new MYS this year and layout for the assessments it is difficult to really compare last year to this year.  The MYS are more difficult for the kids and scores are significantly lower (60% average vs. an 80% average last year).  Computation test scores were also lower this year for the second test (last year 73% average, this year 65% average). 
  • Increased student achievement:  So far it has not impacted scores for MYS or Computation tests.  It has impacted district tests.  I wasn’t able to use the board for the 1st 2 books that we covered, and less that 75% of my students met district criteria.  On the third text, I was able to use the board, and over 75% of my students meet district criteria.
  • I have no hard data for you here.  I do notice that students seem to be understanding concepts that have caused struggles in the past easier.  I would contribute that mostly to the boards and the activotes.  I know that the activotes have caused me to have a better grasp of individual’s understanding.
  • Even with the added benefit of the activboard, grades have been about the same as they’ve been in past years.  I still have students who earn D’s and F’s (but that has nothing to do with the activboard, however).  I have noticed a slight increase on district assessments than in past years, but a slight decrease in computation tests. 

 

4. Conclusions about overall value

Lessons Learned, Recommendations and Suggestions for Improvement

Installation: We tried to accommodate the teachers on decisions related to the location of the activboard and the classroom computer.  In hindsight, encouraging the teachers to have the computer located somewhat close to the board would have been helpful.  It would have made installations easier and it would have made it easier for teachers to go back and forth between the board and computer.

       We had intended to get the Activboard 2 with this grant (the projector is mounted on a short arm to the board).  However, some issues with the stability of this type of board prevented us from being able to install it in our classrooms.  Since this summer, the Activboard 2 has been modified, and in the future, we could install these in almost any of our classrooms. The projector mounted board would simplify the installation process, and would also prevent the “shakiness” that a couple of projectors are experiencing when the air conditioners in the buildings are turned on.

Training: Based on feedback from our teachers, we will try to offer future training on a leveled basis (such as beginner and advanced level).  We had initially thought it would be best to take things slow in training, allowing teachers time to get comfortable with the tools.  That approach worked for most of the teachers, but we have some who wanted to dive in and work on the advanced skills right away. We have realized that we need to accommodate and support a wide variety of learning needs and styles.

 

 

 

 

Plans for the coming year.

We will continue to collect and analyze data throughout the upcoming school year in order to document impact on student achievement, student engagement, etc.

Teachers and students have been very enthusiastic about the use of the interactive tools in math.  Even though most of the seventh grade students were in classrooms that use these tools in sixth grade, the enthusiasm seems to stay at high level. Students are even asking teachers to use the response system (activotes) for student feedback. We have seen such a positive impact of teachers having the student response systems available for quick, formative assessments.  Therefore, we have committed to buying more sets.  Our goal is to have one set per classroom by the fall of 2008 in order to maximize their use in formative and summative assessment.

Some high school and elementary buildings have written and received grants to place Promethean boards in certain classrooms, creating a need for more ongoing training and support.  We are developing a variety of training resources: step-by-step handouts, sample flipcharts, online tutorials created with Captivate, a monthly electronic newsletter, and a discussion board/blog. We also plan to continue providing just in time training as needed as well as more structured professional development courses.

Another resource for training and support is the Promethean Planet website at http://www.prometheanplanet.com . This website has been recently redesigned and has several resources available for professional development.  One resource that will fit very well into our continuing professional development are lessons and activities based on Marzano’s Ten Key Instructional Design Questions. At the Promethean Planet website are ideas and examples of how the active classroom tools and software can be used effectively and appropriately to answer each key question.

We are also looking into expanding the activclassroom resources and support to other grade levels and/or curricular areas as part of the district’s long range technology plan. However, we believe that it is very important to connect the implementation of future projects to curriculum areas and focus the staff development on integrating the technology into the curriculum to enhance student learning.

      


Appendix

January 2008 results for 7th grade from Parent Math Survey. 3

May 2008 results for 7th grade from Student Math Survey. 3

Student Satisfaction and Enthusiasm Survey Data 2004-06. 3

Results for May 2007 CRCSD Harris Poll Survey. 3

Computer Use Data from May 2007 Harris Poll 3

Attendance Data. 3

Office Referral Data. 3

Time on Task Classroom Observations. 3

Feedback from August and January Training Sessions. 3

Feedback from Spring Staff Development Course. 3

Teacher Use Survey. 3

Implementation Log Data. 3

ITBS Data. 3

MS District 7th Grade Mathematics Assessment Results. 3

CRCSD District Math Unit Assessment Results Grades 6-8. 3

Cedar Rapids Middle School Computation Assessment Results Grades 6-8. 3

Permission Information from Pearson. 3


January 2008 results for 7th grade from Parent Math Survey

 

 

Question 4: Comments?

My son enjoys his teacher...he's wonderful.  He understands math concepts, though, like most kids his age, does not get excited about homework.  :)

Our student has been out ill, but when he is in class he understands and enjoys math class.

My daughter benefits greatly from the technology as well as the methodology used by her very competent math instructor.

Need more of them. Every classroom should have one.

She is better in math then she allows herself.  She is always able to get positive help when she asks.

Make Math fun and show how it applies to real life-how it works in computers-how it relates to science-how you use it in cooking(measuring, time, temp).  Make it interesting, not dry.

Good heavens-what about information from parents without the internet or computers at home.  Math is a struggle for my child.  I child loves the voting buttons/things.  These whiteboards are certainly helping my child start to like math. 

he is doing great

I think the interactive boards are helping students get more involved in math.

my child has always struggled with Math, but we work hard at helping her understand the concepts she needs to learn to succeed. She does not like math, but she knows she needs it to be successful in life, so she's trying her best.

She has improved quite a bit in math this year.  I feel that the elementary math curriculum was weak.

My child would like to stay after school to get help with math

My child has shown a great interest and improvement in math

She is strong in math.  I think higher technology is always good!

Smart boards are very useful as well as fun

He likes math, but sometimes gets bored.  A little persuasion is needed at times, to get him back on track.

I like the white board feature for immediate feedback.  My child is a visual learner and I am hopeful she will improve.

I am very frustrated with the math textbooks. They are not parent friendly.

This is one of the first years she hasn't "dreaded" math and/or homework.

My child is VERY intelligent and the math comes easily for him  He just needs to focus and complete work.

Parent Survey continued:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

May 2008 results for 7th grade from Student Math Survey

  7th Grade Student Math Survey Comments: (updated in Feb-March)

881 surveyed

832 comments

63 negative comments:  (7%)

769  positive comments (93%)

164 comments related to liking the boards

125 comments related to liking their teachers

  • Below are some of the comments from the prompt: What do you like about math class?
    the promethium board is very fun and easy to use. i also like the active votes they are a fun way to learn math. the board makes it an easyier way to learn. the stuff we do is easy cuz we can get help on whatever we need. and we get it whenm we need it
  • how we get to have the interactive whiteboard and I like how we have such a nice teacher
    I like being challened by it and i just really like my teacher Mr. Conrad and i also just really like math! The Promethian boards made math a lot more fun in 6th and so far in 7th because we have gotten a lot more interactive with math. I really like all the features that the Promethean boards have as well. I really appreciate that you got those boards!
  • I like doing math problems on the Smart Board, being constantly challenged with new math problems, and just overall getting better in math.
  • I like doing stuff on the interactice board like checking assignments and going up to the board and writing stuff on it.
  • I like everything about it. I like using the active board because it's a lot more fun than the overhead. It helps us all participate in math more.
  • I like how are teacher tells us exacly what to do. Doning stuff on the white board thing helps me remember more stuff. It also helps me under stand more of are homework. Last year it was fun to because of the voting buttons.
  • I like how my teacher explains the different ways to do a problem or equation. I really like the promethan board too! : ]
  • I like how she teaches and how she uses the whiteboard thing that's electronic. If you fire her I'm going on strike.
  • I LIKE HOW WE GET TO USE THE ACTIVEBOARD. I ALSO LIKE SOME OF THE THINGS WE LEARN ABOUT IN MATH.
  • I like how we use the board for us to understand our homework and learn new things.
  • i like it when we do things on the interactive board. Like when we are able to go up and do things individually on the board. I think that is pretty fun
  • I like math, because it's hands on with the promethean board. and I think that the active votes should be in every classroom. I also think that promethean boards should be in every classroom in middle schools and high schools, the promethean boarsds are very helpful to our class.
  • I like math becase at first I was not good at math but know I am somewhat good at math now and that's why I like math

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Student Satisfaction and Enthusiasm Survey Data 2004-06

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Results for May 2007 CRCSD Harris Poll Survey

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                         

 

 

 

 

 

 

 

 

 

 

 

 

Results for May 2007 CRCSD Harris Poll Survey

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Computer Use Data from May 2007 Harris Poll

Do you use a computer to complete homework/research?

 

                      6 Gr       7 Gr       8 Gr

Franklin 88.6%    90.6%   96.3%

Harding          84.3%    91.4%    92.4%

McKinley       81.8%    89.8%   90.1%

Roosevelt       75.0%    79.7%    92.6%

Taft                88.8%    96.5%    93.0%

Wilson           81.5%    89.9%    91.5%

District         83%       90%       92%

 

How often do you use a computer at school?

 

                      6 Gr       7 Gr       8 Gr

Franklin          47.0%    41.6%    34.8% (several times a week)

                      13.1%    15.8%    17.4% (every day)

Harding          23.9%    31.1%    25.0% (several times a week)

                      24.3%    27.7%    33.3% (every day)

McKinley       42.5%    39.4%    28.4% (several times a week)

                      20.3%    33.1%    24.4% (every day)

Roosevelt       17.3%    23.9%    25.0% (several times a week)

                      19.5%    19.4%    27.8% (every day)

Taft                28.9%    36.4%    30.5% (several times a week)

                      28.4%    24.6%    26.4% (every day)

Wilson           26.8%    18.2%    18.5% (several times a week)

                      7.3%      8.1%      64.1% (every day)

District         31%       33%       28% (several times a week)

                      22%       25%       27% (every day)

 

 

Attendance Data

State Attendance Membership Report Franklin Middle

Grade

Aggregate
Days In
Attendance

Aggregate Days
Absent

Aggregate Days
Membership

Days In
Session

Average Daily
Attendance

Average Daily
Membership

 

 Term: Trimester 1 - 2006-07

 

 

 

 

 

6

12035

410.5

12445.5

60

200.58

207.42

97%

7

12401

476.5

12877.5

60

206.68

214.62

96%

 Term: Trimester 2 - 2006-07

 

 

 

 

 

 6

 11705.5

 685.5

 12391

60

195.09

206.52

 94.4%

7

11908.5

744

12652.5

60

198.48

210.88

94.1%

 Term: Trimester 3 - 2006-07

 

 

 

 

 

6

11758.5

11758.5

11758.5

60

195.98

208.01

94.2%

7

11758.5

11758.5

12700.5

60

199.16

211.68

94%

Term: Trimester 1 2007-08

 

 

 

 

 

6

12809

442.5

13251.5

60

213.48

220.86

97%

7

12774

571

13345

60

212.9

222.42

96%

8

12878.5

688.5

13567

60

214.64

226.12

95%

Term: Trimester 2 2007-08

6

12843

654.5

13497.5

56

214.05

224.96

95.2%

7

12673.5

837

13510.5

56

211.22

225.18

93.8%

8

13047.5

964.5

13994

56

217.46

233.53

93.1%

Term: Trimester 3 2007-08

6

13674.5

829.5

14504

64

213.6

226.6

94%

7

13549

891.5

14440

64

211.7

225.6

93.8%

8

13721

1047.5

14768.5

64

214.4

230.7

93%

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

State Attendance Membership Report Harding Middle

Grade

Aggregate
Days In
Attendance

Aggregate Days
Absent

Aggregate Days
Membership

Days In
Session

Average Daily
Attendance

Average Daily
Membership

 

Term: Trimester 1 - 2006-07

 

 

 

 

 

6

17912

667.5

18579.5

60

298.53

309.66

96.4%

7

16781

640

17421

60

279.68

290.35

96.3%

Term: Trimester 2 - 2006-07

 

 

 

 

 

6

17691

1112.5

18803.5

60

294.85

313.39

94%

7

16545

11149.5

17694.5

60

275.75

294.91

93.5%

Term: Trimester 3 - 2006-07

 

 

 

 

 

6

1781.5

892

18709.5

60

296.96

311.82

95.2%

7

16562.5

850.5

17413

60

276.04

290.22

95%

Term: Trimester 1 2007-08

 

 

 

 

 

6

15428.5

497

15925.5

60

257.14

265.42

96.9%

7

19364

854

20218

60

322.73

336.97

95.8%

8

17214

749

17963

60

286.9

299.38

95.8%

Term: Trimester 2 2007-08

6

15447

905

16352

60

257.45

273.53

94%

7

18926.5

1427

20353.5

60

315.44

339.22

93%

8

17059

1136

18195

60

284.32

303.25

94%

Term: Trimester 3 2007-08

6

16412

910

17322

64

256.44

270.66

95%

7

19816.5

1471.5

21288

64

309.63

332.62

93%

8

18217

1177.5

19394.5

64

284.64

303.04

94%

 

State Attendance Membership Report McKinley Middle

 

Grade

Aggregate
Days In
Attendance

Aggregate Days
Absent

Aggregate Days
Membership

Days In
Session

Average Daily
Attendance

Average Daily
Membership

 

 

 Term: Trimester 1 - 2006-07

 

 

 

 

 

 

6

9681

413

10094

60

161.35

168.23

95.9%

 

7

10595

456.5

11051.5

60

176.58

184.19

95.8%

 

 Term: Trimester 2 - 2006-07

 

 

 

 

 

 

 6

9417

624.5

10041.5

60

156.95

167.36

 95.5%

 

7

10332

723

11055

60

172.2

184.25

93.4%

 

 Term: Trimester 3 - 2006-07

 

 

 

 

 

 

6

9432.5

607.5

10040

60

157.21

167.33

93.9%

 

7

10325

688.5

11013.5

60

172.08

183.56

93.7%

 

Term: Trimester 1 2007-08

 

 

 

 

 

 

6

9482

451

9933

60

158.03

165.55

95.4%

 

7

10237.5

543

10780.5

60

170.62

179.68

94.9%

 

8

11024.5

600.5

11625

60

183.74

193.75

94.8%

 

Term: Trimester 2 2007-08

 

6

9438.5

701

10139.5

56

157.31

168.99

93%

 

7

10138.5

870.5

11009

56

168.98

183.48

92%

 

8

10804.5

864

11668.5

56

180.08

194.48

92>6%

 

Term: Trimester 3 2007-08

 

6

10205

698

10903

64

159.5

170.4

93.6%

 

7

10481.5

964.5

11446

64

163.8

178.8

91.6%

 

8

11220

1026

12246

64

175.3

191.3

91.6%

 

State Attendance Membership Report  Roosevelt Middle

 

Grade

Aggregate
Days In
Attendance

Aggregate Days
Absent

Aggregate Days
Membership

Days In
Session

Average Daily
Attendance

Average Daily
Membership

 

 

 Term: Trimester 1 - 2006-07

 

 

 

 

 

 

6

11473.5

436.5

11910.0

60

191.22

198.5

96.3%

 

7

12271.5

536.5

12808

60

204.52

213.47

95.8%

 

 Term: Trimester 2 - 2006-07

 

 

 

 

 

 

 6

11003

731

11734.0

60

183.38

195.57

 93.7%

 

7

11773

922

12695

60

196.22

211.58

92.7%

 

 Term: Trimester 3 - 2006-07

 

 

 

 

 

 

6

11138.5

649

11787.5

60

185.64

196.46

94.4%

 

7

11781.5

843

12695

60

196.36

210.41

93.3%

 

Term: Trimester 1 2007-08

 

 

 

 

 

 

6

9797

300.5

10097.5

60

163.28

168.29

97%

 

7

11669.5

624.5

12294

60

194.49

204.9

94.9%

 

8

12571

860

13431

60

209.52

223.85

93.5%

 

Term: Trimester 2 2007-08

 

6

9191

627.5

9818.5

56

164.12

175.33

93.6%

 

7

10783.5

919

11702.5

56

192.56

208.97

92%

 

8

11779.5

1282.5

13062

56

210.35

233.25

90%

 

Term: Trimester 3 2007-08

 

6

10773

663

11436

64

168.3

178.7

94%

 

7

12302.5

930

13232.5

64

192.2

206.8

93%

 

8

13479.5

1318

14797.5

64

210.6

231.2

91%

 

State Attendance Membership Report Taft Middle