Somerville High School
"Promote and Guide Social Responsibility for the 21st Century Learner"
November 2016 Update
In our efforts to measure this WIG, a baseline of what students already know regarding social responsibility was established using an 8 question survey related to personal decision making, digital citizenship, academic integrity, character education, community involvement, and perceptions of overall student interactions and school programs. A Likert scale (1 = strongly disagree and 5 = strongly agree) was used to measure each student's response. The result was an overall average of 3.74. Instructional support of the WIG will continue to be infused into teacher lessons throughout the school year and progress will be measured using student surveys administered in February and May of 2017. Successful completion of the goal will be determined if students demonstrate an understanding of social responsibility by attaining a minimum overall average score of 4 on the May survey.
Our instructional staff has embraced technology in support of student learning in the 21st Century. We continue to expose our teachers to the many different educational applications of technology by offering in district professional development as well as time to collaborate and share ideas on best instructional practices when infusing this technology. Staff was once again surveyed for the frequency of engagement in sixteen different technology applications. The survey deemed an increase in usage by just one-tenth of a percent from the November survey. Upon further analysis as to why this increase was not as significant as expected, we discovered that our instructional staff took our building WIG in a different direction; a direction that the high school administration did not anticipate. In addition to the sixteen applications on the survey, the high school staff has been exploring and implementing other applications which has yielded an increase in the quantity of applications. At the beginning of the 2015-2016 school year, these sixteen applications were most popular and most frequently used. Although these applications are still used consistently, staff has implemented other technologies in support of our building WIG. This unexpected positive outcome has been the result of our efforts to provide staff with professional development and collaboration opportunities to learn the best application to fit the needs of their instructional delivery and their students. Although this may halt the original goal of a combined 3.5 average by May, it is still having a positive impact on student learning in the 21st Century.
Infusing 21st Century Technology February Survey
Other educational technology applications used by Somerville High School Teachers: Bitstrips, Cam Scanner app for PDF files, Ck12.org, ClassFlow, Classzone (pearson online textbook), Counselor response, Diigo, Discovery Education, Document Cameras, Duolingo, EdPuzzle, Fluency Tutor, g(math) editor, Geogebra, Google Voice, IXL.com, Kahoot, Khan Academy, Knewton, Mindmup, Nearpod, Newsela, online calculator www.web2.0calc.com, Padlet, PearDeck, Pearson video tutorials, Phet simulators, Pixton, Powtoon, prezi, Quizlet, recordmp3online, StoryBird, Symbaloo , TV5 the French TV station, Wordreference, Ziggy
November 2015 Update
The 2015-2016 Somerville High School WIG focuses on methods of instructional delivery through the use of applications that promote research, collaboration, and communication using 21st Century Technology. A staff survey was created to measure the frequency of engagement in sixteen different technology applications. Using a 5 point scale, staff rates the frequency of their use for each application as an instructional resource. The scale ranges from Almost Always (5), Often (4), Sometimes (3), Seldom (2), and Never (1) and is taken during the months of November, February, and May. As evidenced by our survey data, November yielded a combined average frequency of 2.2 out of a possible 5. Our goal is to reach a combined average frequency of 3.5. Our 1:1 Chromebook initiative will serve as an invaluable tool when engaging our students and staff in these applications and we will continue to provide support along the way in fulfillment of our Wildly Important Goal.