Somerville High School
Guide Social Responsibility for the 21st Century Learner"
November 2016 Update
In previous years,
Somerville High School’s Wildly Important Goals (WIG) have focused on data
collection in support of engaging our students in lessons on 21st Century
skills. Our Chromebook initiative in the 2015-2016 school year provided a
foundation and set us on a path to dive deeper into practices that support
creative instructional delivery methods and learning. Similarly, student
understanding of how to appropriately
engage in these skills are of equal importance. Therefore, to remain
consistent in honing our students’ 21st Century skill set, data collection for
the 2016-2017 school year is focusing on promoting and guiding social
responsibility for the 21st Century learner.
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.
Somerville High School WIG 2015-2016
"Infuse 21st Century Technology to research, collaborate, and communicate"
May 2016 Update
We have reached the conclusion of the 2015-2016 school year and our data collection is complete on methods of instructional delivery through the use of applications that promote research, collaboration, and communication using 21st Century Technology. Staff was surveyed for a final time during the month of May on the use of sixteen different technology instructional delivery applications. Looking back on the February data, the result yielded only a one-tenth increase from the previous survey. As noted, this was an unexpected outcome that we deemed as positive. Our teachers are using additional applications not included in the survey and although we did not, and will not, reach our desired goal; our teachers took the WIG in a positive direction that was not anticipated. The May survey yielded similar results. In fact, the overall average for May using the sixteen survey applications was slightly down to 2.23 with a year-end average of 2.24. However, this survey’s unexpected outcome yielded an astounding number of “other” instructional applications in use. In addition to the survey applications, teachers used 66 different applications to assess or deliver instruction. This unexpected outcome in support of our building WIG serves as evidence that technology use in the classroom is thriving and will continue to grow in the years to come.
Survey Data – Other Category
Cam Scanner app for PDF files
Geometer Sketch Pad
Pearson video tutorials
Pop Culture Universe
TV5 the French TV station
February 2016 Update
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.
21st Century Technology February Survey
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.