Ideas for Problem Statement based on Data by Ms. Barnes

problem idea

jenniferlbarnes1_1 — 2025-04-16 17:28:55 UTC

39% of our students scored either developing or beginning on the 2023-2024 Spring Biology Georgia Milestone Assessment.

problem idea

jenniferlbarnes1_1 — 2025-04-16 17:33:30 UTC

All 5 domains of the EOC had 61%-70% of our students at the beginning or approaching standard level on the 2023-2024 Spring Biology Georgia Milestone Assessment.

why ideas

jenniferlbarnes1_1 — 2025-04-16 17:38:21 UTC

EOC has more technology enhanced items each year.

Our assessments have not kept pace with the change in these technology enhanced items.

Our assessments are aligned to GCPS AKS standards.

The AKS has content/material that is beyond the GSE standards that is tested on the EOC. (perhaps we look at refocusing tests/quizzes to be more tightly aligned to the GSE since the AKS is always assessed on daily checks and also improve the technology enhanced items on these assessments - some of the daily check questions could be adjusted to include at least ONE technology enhanced question to prep them for this).

eNHANCED tECHNOLOGY

2025-04-16 17:41:09 UTC

I would like to move toward the enhanced technology questions in our assessments and in our quizzes. This will get the students used to the questioning on the EOC across all types of students.

problem idea

jenniferlbarnes1_1 — 2025-04-16 17:43:03 UTC

67.35% was the average unconverted test score for our on-level and 2023-2024 Spring Biology Georgia Milestone Assessment.

Ideas

2025-04-16 17:47:50 UTC

Possible Action Items

Enhanced Technology Questions
Implement Lumio - very interative and engaging for students.
Teach students how to properly use AI instead of copy and paste
Maybe take out test corrections sheet and only use digital bill as an only option to turn in. Then if it's completed then allow them to choose between test corrections, test retake or both.

Things to keep

2025-04-16 17:50:08 UTC

I liked that we finished the unit before the EOC
Sharing ideas as far as content and virtual sessions just in case students were switched.

NEEDED

2025-04-16 17:51:41 UTC

Get an assistant for Biology to keep track of all our failures. That person would make all phone calls, document in synergy, and bring us snacks.

Root Cause Analysis [ If the goal is to secure additional funding for the course]

corrine_williams2 — 2025-04-17 14:16:44 UTC

Why did 39% of students score "Developing" or "Beginning" on the 2023-2024 Spring Biology Georgia Milestone Assessment?
- Answer: Students struggled to apply biological concepts to real-world scenarios and lacked hands-on experience.
Why did students struggle to apply concepts and lack hands-on experience?
- Answer: The biology course lacks sufficient equipment, technology, and opportunities for creative, inquiry-based learning.
Why does the biology course lack sufficient equipment, technology, and creative opportunities?
- Answer: The school budget for science materials is limited, and there are few resources for innovative teaching methods.
- Why is the school budget for science materials limited, and why are there few resources for innovative teaching?
- Answer: Funding priorities at the district level may not adequately support science education, and professional development opportunities for teachers may not emphasize creative and technology-integrated approaches such as integrating the proper use of AI among students.
Why are funding priorities not supporting science education, and why is there a lack of relevant professional development?
- There may be a lack of awareness at the district level about the importance of hands-on, inquiry-based learning in biology, and a focus on other subject areas or standardized testing.
Root Cause
A lack of district-level prioritization of science education funding, coupled with insufficient professional development for teachers in creative, technology-integrated teaching methods, results in a biology course with limited equipment, technology, and opportunities for creative learning, hindering students' ability to apply biological concepts and perform well on the Georgia Milestones Assessment.
Positive Impact Statement
By increasing district-level funding for science education and providing teachers with professional development focused on creative, technology-integrated teaching methods, we can equip the biology course with the necessary resources to foster hands-on, inquiry-based learning. This will empower students to apply biological concepts effectively, enhance their engagement, and improve their performance on the Georgia Milestones Assessment, ultimately leading to greater academic success in biology.