TIS-SE Monthly Report

Name: Jason L. Stutler

Month: October 2008

School: Philippi Middle School

County: Barbour County

Technology Training(s) Attended:

For each training attended, please include a brief description of the session, how it relates to the
TIS initiative, and most importantly, how you will use the information in your classroom.

I attended the Quantile Framework Training at the Waterfront Place hotel on

October 29-30, 2008. This training was provided through RESAs to introduce
county math teams to the new Quantile Framework system which will be a part of
student score profiles with the WESTEST 2 given in the spring.

The Quantile Framework Training related to the TIS initiative in the manner in
which it was delivered to a small group of teachers who are then asked to bring it
back to their county and introduce it to the other math teachers (and in my case)
special education teachers.

The Quantile score provided on WESTEST 2 profiles will give a numeric value to
determine a student’s mathematical potential. This score will then be linked to
quantiles on 500 different mathematical skills. This will assist teachers to
determine student weaknesses and enable them to make sound instructional
decisions to enhance learning. It will also allow teachers to more adequately
group students based on skills needed and skills already in place to differentiate
instruction appropriately. Special Education teachers will benefit greatly from the
quantile score by enabling them to use the www.quantiles.com website to
determine what skills students already possess and write IEPs to more
adequately reflect the skills needed to enhance and support their learning.

Also, we were informed that there will be a lexile score (from www.lexiles.com)
associated with Reading/Language Arts on WESTEST 2 which will provide the
same information.
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If the following information is available on a lesson plan template and you have your rubrics,
graphic organizers, etc. saved electronically, feel free to simply attach those documents to your
blog rather than completing this section.
Examples of technology integration Used:
Please be specific. For example, if you used the whiteboard, give details of how it was used; if
you took your students to the computer lab, explain what they did there, what web sites they
visited. When available, please attach graphic organizers, rubrics, etc. that were given to
students as they completed the technology-based activities.

I have implemented the whiteboard in my own reading intervention class (using

the Wilson Reading Program) for group instruction and manipulation of word and
sound cards. The cards were scanned into the whiteboard program and students
are able to manipulate the cards around with the stylus as it is projected onto the
board.

Students in my classes have also been reviewing the parts of speech through the
use of Mad Libs from the Thinkfinity website. The students enjoy reviewing the
parts of speech as taught in their language arts class and then applying them to
the website by creating a funny story.

I have also take the whiteboard to one of my collaborative teaching classes and
worked with the students on modeling decimals by coloring in hundred charts.
Students were able to use the whiteboard to color in the corresponding hundred
chart to model the decimal shown.

CSOs, including 21st Century Learning Skills and Technology Tools, the
Technology Integration Activity targeted.

Math CSO(s) targeted by integration activity: MA6.2.06

Reading Intervention CSO(s) targeted by integration activities: RLA6.1.02,

RLA6.1.02,
RLA6.1.08,
RLA6.1.15

Reflection on Technology Integration Activities

How do I feel about this unit, lesson, or activity? Was it a success? How will I change it the next
time I present it? What was my students’ reaction to it? (Asking for students to reflect on the
activity is an excellent way to determine what needs to be revised, but even better, it helps them
understand what they just did and why they did it.)

The whiteboard integration has been a great success in my classes. Students in the reading
intervention groups get kinesthetic movement and the ability to move and exercise their gross
motor abilities.
Students in the math class have begged for more whiteboard integration into activities. The
teacher and I have discussed when it might be possible to integrate the board again. In the
future, I hope to move the whiteboard to more of my collaborative classes. All in all, the entire
integration has been a success in the classes in which I have integrated it.