INTERNATIONAL CHARTER SCHOOL OF ATLANTA
2017 BI-YEARLY DATA REPORT Executive Director Tanya Parker Assistant Director Barbara Wiren
Semester Two
TABLE OF CONTENTS
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Introduction
Page 1
Wearable Technology
Page 2
Grade 4 Data
Page 3-5
Grade 5 Data
Page 6-8 Page 9
Computer Technology Grade 3 Data
Page 10-12
Grade 4 Data
Page 13-15
Grade 5 Data
Page 16-18
Data Comparison Chart
Page 19
Student Survey
Page 20
Conclusion
Page 21
BI-YEARLY DATA REPORT
TABLE OF CONTENTS
INTRODUCTION
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data: Introduction
The Generation Infocus (GI) is a full year-round STEAM Program at the International Charter School of Atlanta with an enrollment of over 250 students this semester ranging from grades 3 through 5th. We also serve a small group of Autistic and ESOL students. Our student population is very diverse and with diversity comes opportunity. Generation Infocus strives to incorporate unique programming opportunities in the areas of STEAM. Generation Infocus’s core program is comprised of project-based STEAM focused activities. The core program is, an infusion of STEAM education which adds the “A” for arts. Generation Infocus is addressing the need for students to receive crucial learning opportunities in STEAM. Our project-based learning approach provides students with opportunities to experience real-world applications of STEAM with tangible results, career connections, and learning that’s fun and makes sense. To ensure rigor in our programming we align our lessons and activities to Common Core Standards and Next Generation Science Standards. By doing so students are receiving an enriching experience that will reinforce academics being taught in school. Generation Infocus seeks to be the leading in Fulton County by providing a rigorous STEAM curriculum that impacts student’s educational success in and outside of school. In order to address the deficiency of proficiency in the content areas of Science and Math, Generation Infocus proposes to improve academic performance in these core areas by offering meaningful and structured learning experiences with fun educational STEAM programming.
BI-YEARLY DATA REPORT
INTRODUCTION
1
WEARABLE TECHNOLOGY
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data 4th Grade Summary This semester in Sewing 101 at ICSA block 1-3, students created various items including a quilt, pillow and pillow case. They were required to learn the basics of a sewing machine as well the notion and accessories that are needed for sewing. Our lesson plan was geared toward identifying and creating different two dimensional and three dimensional shapes. The children were challenged to identify and name various 2D shapes including rectangles, squares, circles, and triangles, as well as 3D shapes including cubes, cuboids, pyramids, and spheres. They were able to sort these shapes by the number of edges, vertices and faces to create different pillows. The first week of Sewing 101 included sketching up their design and learning to sew a straight stitch on paper. Students were given ample amount of time to work on perfecting their straight stitch before moving on to fabric. More advanced students were given the opportunity to begin learning how to sew on curves. After the students passed the paper sewing test they then moved on to sewing with fabric. At the end of the semester students were able to describe the vertex, edge and face of each 2D and 3D shape, as well as generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. This information was then used to help them create measurements for their patterns and install their LED light in their garments.
BI-YEARLY DATA REPORT
WEARABLE TECHNOLOGY
2
WEARABLE TECHNOLOGY
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data 4th Grade Data Standards
Power Question
CCSS.ELALITERACY. W.3.2.b
What shape as a circle at the bottom and a point at the top, does this shape as any vertex, edge or a face?
7% 98%
Whats does the word dimensions mean? How many dimensions does a straight line have?
14% 100%
CCSS.ELALITERACY. RL.3.1
Pre Post Assessment Assessment
4/58
8/58
CCSS.ELALITERACY. RL.3.9
What is the difference between a 2D shape and a 3D shape?
CCSS.MATH.CONTENT. 3.MD.B.4
CCSS.MATH.CONTENT. 3.MD.B.4
How many fourths make up a half of an inch?
58/58
15% 85% 10/68
58/68
2% 84% 1/58
BI-YEARLY DATA REPORT
58/58
10% 100% 6/58
When creating a pattern. the length of a square pillow is 12in, how many sides does the pillow have? What is ¼ of the pillow ?
57/58
WEARABLE TECHNOLOGY
49/58
3
WEARABLE TECHNOLOGY
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data 4th Grade Data Standards
Power Question
CCSS.MATH.CONTENT. 3.MD.C.7
Why is the front pattern bigger than the back pattern?
Pre Post Assessment Assessment
16% 100% 9/58
CCSS.ELALITERACY. W.3.2.c
Whats does the word dimensions mean? How many dimensions does a straight line have?
29% 100% 17/58
CCSS.ELALITERACY. RL.3.9
What is the difference between a 2D shape and a 3D shape?
CCSS.MATH.CONTENT. 3.MD.B.4
When creating a pattern. the length of a square pillow is 12in, how many sides does the pillow have? What is ¼ of the pillow ?
How many fourths make up a half of an inch?
58/58
19% 98% 11/58
57/58
17% 100% 10/58
BI-YEARLY DATA REPORT
58/58
14% 100% 8/58
CCSS.MATH.CONTENT. 3.MD.B.4
58/58
58/58
WEARABLE TECHNOLOGY
4
WEARABLE TECHNOLOGY
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data 4th Grade Overview
82% Improvement from students
14%
Average Pre-Assessment Average Post-Assessment
97%
BI-YEARLY DATA REPORT
WEARABLE TECHNOLOGY
5
WEARABLE TECHNOLOGY
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data 5th Grade Data Standards
Power Question
CCSS.ELALITERACY. CCRA.SL.1
What is the circumference of your head? How much seam allowance would you add to that measurement?
5% 98%
Where is the brain located?
21% 98%
CCSS.ELALITERACY. RL.3.1
Pre Post Assessment Assessment
3/66
14/66
CCSS.ELALITERACY. RI.3.9
CCSS.MATH.CONTENT. 3.MD.B.4
CCSS.ELALITERACY. RL.3.1
65/66
65/66
If the width of hat is 22in what is ½ the measurement for the hat? With a 1in seam allowance?
20% 98%
What is the difference between a vertical or a horizontal line? How does it relate to measuring when your creating a hat?
15% 98%
How much pound dose the human head weight?
BI-YEARLY DATA REPORT
13/66
10/66
65/66
65/66
17% 91% 11/66
WEARABLE TECHNOLOGY
60/66
6
WEARABLE TECHNOLOGY
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data 5th Grade Data Standards
Power Question
Pre Post Assessment Assessment
CCSS.ELALITERACY SL.3.1.C
What is the three main part of the human head? brain scalp skull
15% 98% 10/66
CCSS.MATH.CONTENT. 3.OA.A.3
What is the circumference of half your head?
15% 97% 10/66
NGSS. ETS1.C
CCSS.ELALITERACY. RL.3.9
64/66
If a garment is too small how would you redesign it to make it a size larger?
17% 100%
What is the difference between fashion pattern and principles of design patterns?
17% 100%
11/66
11/66
CCSS.ELALITERACY. RL.3.1
65/66
What was the first hat made of?
66/66
15% 100% 10/66
BI-YEARLY DATA REPORT
66/66
WEARABLE TECHNOLOGY
66/66
7
WEARABLE TECHNOLOGY
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data 5th Grade Data
82% Improvement from students Average Pre-Assessment
16%
Average Post-Assessment
98% BI-YEARLY DATA REPORT
WEARABLE TECHNOLOGY
8
COMPUTER TECHNOLOGY
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data 3rd, 4th, & 5th Grade Summary In our Computer Technology and Robotics Classes this semester, the students learned how build computer programs as well as build and operate robots. The 3rd grade classes focused on computer coding to control robots and our 4th and 5th grade classes focused on building and operating robots, specifically ROVs (remote operated vehicles). The 3rd grade classes spent the semester working with Bluetooth controlled programmable robots. These robots can be controlled by several Apps from a Bluetooth device. We worked as a class to understand how this technology works as well as build computer code to control these robots. The 3rd grade students learned about Bluetooth technology, algorithms, and CPUs or the central processing unit of computers and electronic devices. These classes worked to build out multiple algorithms to control their robots with block based computer coding. The 4th and 5th grade classes started off the semester by studying marine topics and building a water robot. In groups, the students researched a relevant marine topic ranging from baby seals to oil spills and chemical pollution. They created presentations on these topic with a focus on a water robot design that would be used to positively impact their topic. Then as a class we worked to build a fully functioning SeaPerch water robot. The students build every aspect of the robot, from the frame to the motors and circuit board. We ended the semester by learning about flight controls and drone operation. We learned about the physics of flight as well as some of the technology behind flight controls including gyroscopes. All students were able to learn and test out the flight of two drones, one smaller classroom drone as well as a larger aerial drone. All the students have done a great job diving into Computer Technology and Robotics this semester, learning about new ideas and how their favorite technology at home works.
BI-YEARLY DATA REPORT
COMPUTER TECHNOLOGY
9
COMPUTER TECHNOLOGY
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data 3rd Grade Data Pre Post Assessment Assessment
Standards
Power Question
CCSS.MATH.CONTENT. 3.OA.D.8
How does a random number generator work? Think about our magic eight ball code.
0% 0/14
CCSS.MATH.CONTENT. 3.OA.D.9
How do you know the ‘Repeat’ block of code is working?
How are ‘When’ statements used in computer code?
3% 0/14
CCSS.ELALITERACY. RF.3.4.C
What should you do when the computer code does not do what you expect?
0% 0/14
NGSS. 3-PS2-3
How are the robots controlled by the iPods?
14/14
96% 13/14
93% 13/14
21% 100% 3/14
BI-YEARLY DATA REPORT
11/14
23% 100% 3/14
CCSS.ELALITERACY. W.3.3.C
80%
14/14
COMPUTER TECHNOLOGY
10
COMPUTER TECHNOLOGY
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data 3rd Grade Data Pre Post Assessment Assessment
Standards
Power Question
NGSS. 3-PS2-2
How do we go about predicting the movement of the Dash robot?
0% 0/14
BI-YEARLY DATA REPORT
89% 13/14
COMPUTER TECHNOLOGY
11
COMPUTER TECHNOLOGY
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data 3rd Grade Overview
84% Improvement from students
8%
Average Pre-Assessment Average Post-Assessment
93%
BI-YEARLY DATA REPORT
COMPUTER TECHNOLOGY
12
COMPUTER TECHNOLOGY
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data 4th Grade Data Pre Post Assessment Assessment
Standards
Power Question
CCSS.MATH.CONTENT. 4.MD.A.1
Why is it important to measure and cut the pipes for our robot precisely and to scale?
CCSS.MATH.CONTENT. 4.OA.C.5
CCSS.ELALITERACY. CCRA.R.4
What are the 4 forces acting on aircraft and how do those forces interact? What patterns do you see?
When presenting an idea, why is it important to do research?
22% 100% 4/20
0% 0/20
5% 1/20
CCSS.ELALITERACY. RI.4.7
Why do we make diagrams when learning difficult concepts?
How do we create a water robot that relates to your group’s marine topic?
17/20
87% 17/20
20/20
10% 98% 2/20
BI-YEARLY DATA REPORT
83%
25% 100% 5/20
NGSS. 3-5-ETS1-2
20/20
20/20
COMPUTER TECHNOLOGY
13
COMPUTER TECHNOLOGY
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data 4th Grade Data Pre Post Assessment Assessment
Standards
Power Question
NGSS. 5-PS2-1
Why are gyroscopes so important in flight controls?
0% 0/20
BI-YEARLY DATA REPORT
82% 16/20
COMPUTER TECHNOLOGY
14
COMPUTER TECHNOLOGY
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data
81%
4th Grade Data
Improvement from students
10%
Average Pre-Assessment Average Post-Assessment
92%
BI-YEARLY DATA REPORT
COMPUTER TECHNOLOGY
15
COMPUTER TECHNOLOGY
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data 5th Grade Data Pre Post Assessment Assessment
Standards
Power Question
CCSS.MATH.CONTENT. 5.MD.A.1
Why is it important to measure and cut the pipes for our robot precisely and to scale?
CCSS.MATH.CONTENT. 5.OA.B.3
CCSS.ELALITERACY. CCRA.R.4
What are the 4 forces acting on aircraft and how do those forces interact? What patterns do you see?
When presenting an idea, why is it important to do research?
33% 100% 6/17
0% 0/17
2% 0/17
CCSS.ELALITERACY. RI.5.7
Why do we make diagrams when learning difficult concepts?
How do we create a water robot that relates to your group’s marine topic?
16/17
98% 17/17
17/17
12% 100% 2/17
BI-YEARLY DATA REPORT
94%
18% 100% 3/17
NGSS. 3-5-ETS1-2
17/17
17/17
COMPUTER TECHNOLOGY
16
COMPUTER TECHNOLOGY
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data 5th Grade Data Pre Post Assessment Assessment
Standards
Power Question
NGSS. 5-PS2-1
Why are gyroscopes so important in flight controls?
0% 100% 0/17
BI-YEARLY DATA REPORT
17/17
COMPUTER TECHNOLOGY
17
COMPUTER TECHNOLOGY
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data 5th Grade Overview
88% Improvement from students
11%
Average Pre-Assessment Average Post-Assessment
94%
BI-YEARLY DATA REPORT
COMPUTER TECHNOLOGY
18
DATA COMPARISON CHART
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data 20 15 10 5 0
14% 16% 8% 10% 11% 97% 98% 93% 92% 99% 100 80 60 40 20 0 BI-YEARLY DATA REPORT
DATA COMPARISON CHART
19
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
STUDENT SURVEY
Generation Infocus @ ICSA Bi-Yearly Data
100 80 60 40 20 0
Yes
Questions:
No
20
1. Our STEAM program is a safe place for me to learn and express myself. 2. My teacher in the class makes me feel like she really cares about me. 3. I have access to qualify materials and curriculum related resources in the classroom. 4. Are you currently satisfied with the communication that you recieve from your teacher. 5. I am satisfied with the STEAM classes currently offered. 6. My teacher checks to make sure we understand what she is teaching. 7. The feedback I get in class helps me improve my work.
BI-YEARLY DATA REPORT
STUDENT SURVEY
20
CONCLUSION
INTERNATIONAL CHARTER SCHOOL OF ATLANTA
Generation Infocus @ ICSA Bi-Yearly Data This bi-yearly data report highlights the impact that Generation Infocus programming offered at the International Charter School of Atlanta has had as aligned to standards and STEAM courses. On average there was more than a 83% increase in knowledge amongst the program this semester. The STEAM class that demonstrated the most gains this year was the 5th Grade Computer Technology course with an increase of 88% . Even though the 5th Grade Computer Technology had the most growth this semester, all classes managed to reach an average growth of about 83%. Our students were successful in their STEAM classes and showed academic growth. We were able to capture standards that students exceeded on and those that needed further review on. In addition to developing a community of learners we have also developed a community of trust and extended family. Our students were provided with a student survey at the end of this semester. According to the survey 98% of our students strongly agreed that our program provides a safe and positive climate, and the assignments given helps each student approve in their classes. Overall ICSA students are more than satisfied and content with the Generation Infocus day program at ICSA. Generation Infocus / Tiffany Ray thanks Executive Director Tanya Parker, Assistant Director Barbara Wiren, ICSA students and the ICSA community for the opportunity it extended GI to graciously serve as your day school provider.
BI-YEARLY DATA REPORT
CONCLUSION
21